JK 1759 




LIBRARY OF CONGRESS 



000205D1fl5S 




Class JOlL 

Book L 



SCHOOL PATRIOTISM 



MINNESOTA 










Minnesota 
Department of Education 
1918 



/ 

I 



School Patriotism 



Hand Book for 
Teachers' Patriotic League 
and 
Little Citizens League 



Published by C. G. Schulz 
State Department of Education, St. Paul 



***** 



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INTRODUCTION 

The great war is profoundly affecting both, the present and the 
future. Its most apparent present effect is the immense human and 
financial loss, but the coming years will see a generation depleted in 
numbers, strength and talent, loaded with an insupportable financial 
burden, trying to span successfully the decade between two greater 
generations. The American people, largely spared from this great 
calamity, must be ready to meet the world's demand for strong, effi- 
cient, well educated talent. The pupils now in our schools must be 
prepared to carry this burden. 

At the same time, a realization of our own national processes of 
present and future adjustment has laid upon the schools the necessity 
for training of both youths and adults to a new conception of citizen- 
ship. A tremendous responsibility rests upon every teacher in the 
service, and for her aid this bulletin has been prepared. It will be of 
especial service in the w r ork of the Teachers' Patriotic League. 

Part I deals with the organization of this League and furnishes 
material for schoolroom work, aids in reorganizing schools so they 
may accomplish definite results, and at the same time suggests oppor- 
tunities for actual service in various patriotic activities now being car- 
ried on for a stronger national life. It is hoped that it may give each 
teacher a clearer vision and inspire her to reach out and help the com- 
munity and her pupils meet the opportunities for universal service, 

Part II deals with the organization and work of the Little Citizens' 
Leagues and contains definite suggestions that will help the pupils to 
become well informed citizens, strong in body : 4 habitually active 
in the service of their fellow beings, their state c) d nation. 

The mission of this book will not be accomplished if it does not 
measurably increase the patriotic fervor and activity of both pupils 
and teachers, and lead each school to utilize every means for the de- 
velopment of vigorous, well trained, patriotic manhood and woman- 
hood. 

In the preparation of this bulletin generous and valuable assist- 
ance has been given by the following: Martha O'Connor, Training 
Teacher, High School, Gilbert; Mary Secrest, Extension Specialist in 
Home Economics, University Farm School; Josephine Creelman, Ex- 
tension Specialist in Home Nursing, University Farm School; Eliza- 
beth Hall, Assistant Superintendent of Schools, Minneapolis; Mr. L. L. 
Everly, Assistant Superintendent of Schools, St. Paul. 

Annie E. Shelland, 
State Department of Education. 



n. ot d. 

DEC 10 1918 



WHY WE ARE AT WAR 

President Wilson said : "The world must be made safe for democ- 
racy. It is a fearful thing to lead this great, peaceful people into 
war, into the most terrible and disastrous of all wars, civilization itself 
seeming to be in the balance. 

"But the right is more precious than peace, and we shall fight for 
the things which we have always carried nearest our hearts * * * 
for democracy, for the right of those who submit to authority to have 
a voice in their own governments, for the rights and liberties of small 
nations, for a universal dominion of right by such a concert of free 
people as shall bring peace and safety to all nations and make the 
world itself at last free. 

"To such a task we can dedicate our lives and our fortunes, every- 
thing that we are and everything that we have, with the pride of those 
who know that the day has come when America is privileged to spend 
her blood and her might for the principles that gave her birth and 
happiness, and the peace which she has treasured. 

"God helping her, she can do no other." 

This memorable statement made by the President, April 2, 1917, 
when he called upon Congress to declare the existence of a state of 
war, was the battle cry of America. 

God helping her, America could do no other. 

"Germany's abounding aggression and double dealing was, and is 
most amajajt. Foremost were her intrigues in the United States. She 
was disc^Mred coaling and victualing sea raiders through United 
States ^ffus, and conspiracies against India, Japan, Canada, Mexico 
and evi^the United States herself were being carried on by German 
government representatives receiving pay from the German govern- 
ment. This was not only discovered, but proved in court, and in some 
cases their complicity with Germany was confessed by the agents. 
Ships wxre destroyed by bombs, and a large number of explosions in 
factories were directly traceable to them." 

At the same time it was discovered that both teachers and pub- 
lishers were in the pay of Germany, and that an extensive propaganda 
was being carried on to cause distrust of the American government 
by its own people. 

"At the Hague, America had pledged herself to observe certain 
broad, general rules of decency and fair fighting, and made a persist- 
ent effort to secure such a stable and equitable agreement of nations 
upon a maritime code, as would assure to all the world a just freedom. 



She also constantly sought to substitute judicial for military settle- 
ment of dispute, following the ideal of a permanent world court, and 
signed arbitration treaties with both the weak and the strong. But 
the discussion at the Hague, largely through the resistance of the 
German empire and its satellites, failed to bring about a general treaty 
of compulsory arbitration." Secretary Lansing. 

Our people found it very hard to be neutral when Germany in- 
vaded Belgium, and threw the war, with all its horrors, on neutral 
territory, while "Germany sat behind the wall of her army like a 
peaceful garden." 

They deeply resented her violation of treaties and international 
law and her abuse of the Belgians and the atrocities committed there, 
including deportation of people to do her work; but her attitude on 
the sea wore out the American patience. 

"February 4, 1915, Germany declared that on and after February 
18, 1915, she would regard the waters around Great Britain and 
Ireland, including the Channel, as a war zone and that 'every enemy 
merchant ship would be destroyed without possibility of avoiding 
danger to crew and pasengers.' She pointed out that it would not 
always be possible to prevent neutral vessels from becoming victims 
of submarine attack. This action was without the color of justifica- 
tion in international law. Her only legitimate course was to declare 
and to effect a blockade and then, having done so, to intercept enemy 
vessels, discriminating between enemy and neutral vessels, enemy and 
neutral cargoes, in the case of neutral ships captured to take to 
prize courts only those carrying contraband, to sink vessels only in 
extraordinary circumstances, and in every case to give safety to crews 
and passengers and to preserve all papers of ships sunk or captured." 
Secretary Houston. 

From that time on to April 2d, Germany attacked any vessels she 
found. At the time of the declaration of war, two hundred and twenty- 
six American citizens had lost their lives by the action of the German 
submarine, one hundred and fourteen of them lost by the sinking of 
the Lusitania. She drove Dutch and Swedish vessels fiiom the sea, 
and in February and March, 1915, sank one hundred and five Nor- 
wegian vessels, with a loss of three hundred and twenty-eight lives. By 
April 2d, six hundred and thirty-eight neutral vessels outside of those 
belonging to the United States had been sunk by submarines. 

All civilized neutral countries protested. 

To the United States alone she made four definite promises of 
good behavior, until finally unrestricted submarine warfare was de- 
clared, stating that, "When the most ruthless methods are considered 
best calculated to lead us to victory, they must be employed." The 
German Chancellor. Consequently, April 2, 1915, Congress declared 
that "a state of w r ar existed," and we are at liberty to defend our- 
selves. 

Secretary Houston says: "We are at war with Germany pri- 
marily to assert and defend our rights ; to make good our claims that 
we are a free nation, entitled to exercise rights long recognized by all 



the nations of the world; to exercise these rights without restraint or 
dictation from the Prussian autocracy and militarists; to have the 
kind of institutions we wish, and to live the kind of life we have de- 
termined to live." 

The war in Europe between nations seemingly began on June 
28, 1914, when the Austrian heir apparent and wife were assassinated 
at Sarajevo, in Servia, by some would-be patriot or hired assassin. 
Austria-Hungary accused Servia of the crime and on July 23d deliv- 
ered an ultimatum containing demands which involved Servia's inde- 
pendence. The demands of Austria, with one exception, were accepted 
by protesting Servia. On July 26th, despite diplomatic remonstrance 
from all countries but Germany, and notice from Russia that it could 
not allow Servian territory to be invaded, Austria-Hungary declared 
war. 

In the next two weeks each country mobilized, war being declared 
by Germany against Russia on August 1st. August 3d, she declared 
war against France. She began her invasion of Belgium, August 4th, 
handing the British Ambassador his passports on the same date. 

Thus the worst conflict of modern days began, created immedi- 
ately by the racial strain developed through the growth of race anti- 
pathies, and the evidently intentional brusqueness of Austrian-German 
diplomacy, which snapped the strained relations between the Alliance 
and the Entente. 

But the underlying causes were the desire for territory and com- 
mercial expansion, with the resultant pressure of powerful economic 
interests which led to international quarrels or stood to profit by the 
war; the development of national sentiment and national militarism, 
which bred fear and hatred among nations; and hatred of militarism 
for democracy. 

During this past century a great change has come upon Germany. 
As Fullerton stated in his "Problems of Power," published in 1913 : 

"The old agrarian Germany has become a vast workshop, dependent 
on the foreigner for its food supplies. It imports cereals and other 
food products for one-seventh of its population, nine millions of its 
inhabitants. 

Germany annually summons from abroad some 750,000 agricul- 
tural laborers. She is bound, in her struggle for life, to insist on an 
open market in order to make money enough to purchase the food- 
stuffs which she is unable to produce at home. But more even than 
an open market in which to sell her goods, she wants an open market 
from which to buy other essential products, the possession of which 
is today a matter of life and death for her. She is scouring the 
world for iron. 

The following analysis of the international situation will give 
some idea of the nature of German unrest. "It has been calculated 
that by the middle of the present century the German iron mines will 
be exhausted. Within thirty years the same fate will have befallen 
those of Luxemburg. When the iron famine comes, the vast foundries 



and steel industries of Westphalia, Silesia, the Rhenish provinces and 
the valley of the Sarre will have to put out their fires. Twenty mil- 
lions of Germany's population will be driven to look elsewhere for a 
livelihood. Now, the iron ore deposits, which in the twentieth cen- 
tury are as indispensable an asset as corn fields for a civilized com- 
munity, abound just over the Franco-German border, in the depart- 
ment of the Meurthe and Mosells. In the basin of Briey there is iron 
enough to last for two hundred and fifty years. The basin of Briey, 
however, is on French soil and is a veritable treasure of Tantalus to 
the Germans.' " 

France also has been Germany's banker for years, loaning her the 
money that kept her finances liquidated. This was cut off as a result 
of the Morocco trouble and the envious eye of Germany longs for "the 
goose that lays the golden egg.'' Her desires to occupy French terri- 
tory, however, are well hidden under a clamor for expansion because 
of her population; a stated need that is flatly refuted by her importa- 
tion of labor. Yet the following expressions by the German leaders 
show their attitude: 

"Before seeking to found a Greater Germany in other continents, 
we must create a Greater Germany in Central Europe * * * In 
seeking to colonize the countries immediately contiguous to our pres- 
ent patrimony, we are continuing the millenary work of our ancestors. 
There is nothing in this contrary to nature." (Prof. E. Hasse, Deut- 
sche Grenzpolitik, p. 168.) 

"The Rhine * * * is a priceless natural possession, although 
by our own fault we have allowed its most material value to fall into 
alien hands ; and it must be the unceasing endeavor of German policy 
to win back the mouths of the river." (Heinrich von Treitschke, 
Politics, vol. 1, p. 125, English edition.) 

"The territory open to future German expansion * * * must 
extend from the North Sea and the Baltic to the Persian Gulf, absorb- 
ing the Netherlands and Luxemburg, Switzerland, the whole basin 
of the Danube, the Balkan Peninsula and Asia Minor." (Prof. E. 
Hasse, Weltpolitik, Imperialismus und Kolonial-politik, p. 65.) 

"We desire, and must desire * * * a world-empire of Teu- 
tonic (Germanisch) stock, under the hegemony of the German people. 
In order to secure this we must : 

"(a) Gradually Germanize the Scandinavian and Dutch Teu- 
tonic states, denationalizing them in the weaker significance of the 
term ; 

"(b) Break up the predominantly un-Teutonic peoples into their 
component parts, in order to take to ourselves the Teutonic element 
and Germanize it, while we reject the un-Teutonic element." (J. L. 
Reimer, Ein Pangermanisches Deutchland, p. 137.) 

"Let us bravely organize great forced migrations of the inferior 
peoples. Posterity will be grateful to us. We must coerce them. This 
is one of the tasks of war; the means must be superiority of armed 
force. Superficially such forced migrations, and the penning up of 
inconvenient peoples in narrow 'reserves,' may appear hard; but it is 

8 



the only solution of the race question that is worthy of humanity." 
(Klaus Wagner, Krieg, p. 170.) 

Emperor William has a large vision of world power: "Our 
future is on the water," said he; and declared that the ocean was in- 
dispensable to German greatness. "The ocean teaches us that on its 
waves and on its most distant shores no great decision should any 
longer be taken without Germany and without the German Emperor." 

He secured his "place" in decisions, but in doing so, managed to 
isolate himself from all countries but Austria and Turkey. 

Year after year Germany increased her army. "The year 1913, 
the year before the great war, Avitnessed an unprecedented outburst 
of national militarism. Germany put all Europe in a panic by prepar- 
ing an Army Billy whose terms became known in February, 1913. 
To the peace footing of the German army were added 17,000 men 
and 19,000 officers, bringing the total strength of the peace army, 
including auxiliary services, up to 870,000. Immediately the Superior 
Council of War in France replied to the German challenge by pro- 
posing, March 4th, that the term of military service be increased from 
two to three years, in order to augment the strength and improve the 
organization of the French army. Russia, the ally of France, and 
Austria-Hungary, the ally of Germany, likewise made warlike prep- 
arations. The armament of each country alarmed its neighbors and 
caused them to prepare for war. Thus, national militarism created 
the situation out of which grew the War of the Nations, the nations of 
Europe, armed to the teeth, regarded each other with insane fear, 
awaiting the inevitable conflict." 

The entire struggle, however, is due largely to a difference in 
thought. 

Long years ago the French rebelled against their king; finally 
established a republic and elected Napoleon as consul or president, and 
then as emperor. He crushed kingdom after kingdom, and on the 
thrones placed men from the ordinary walks of life, displacing kings 
who believed they were kings through divine right. All Europe was 
affected, even Germany, but finally Napoleon was defeated and "kings 
by divine right" were replaced. 

In the redivision of territory, nationality and races were not con- 
sidered, and therein has lain one of the great sources of European 
disturbance. 

Nothing could be done, however, to thoroughly eradicate the 
germ of democracy from the common people. Little by little all the 
kings of Europe, except those of Austria, German) r , Russia and Tur- 
key were forced to acknowledge the rights of the individual, and now 
all these countries are practically ruled by the people. 

Just as the people seemed to have obtained their right for parlia- 
mentary government in Germany, riots occurred and the king rigor- 
ously repressed any further meetings. 

At this time Bismarck started his career. The question, as he 
candidly explained to the angry opposition, was "whether the House 
of Hohenzollern or the House of Parliament should rule in Prussia"; 



and at the outset, he told them in words that echoed his earlier declara- 
tion of faith and were to prove still more historic, just how it would 
be answered: "Not by speech and majority vote are the great ques- 
tions decided * * * but by blood and iron." 

He at once sought to divert public attention from domestic to exter- 
nal issues. Regardless of Parliament, he strengthened his army on un- 
authorized expenditure, and bided his time. It soon came. 

In the next twenty years, in three military campaigns, he turned 
a second-rate German state into an empire, a first- class power among 
the nations of the world. He did it by "blood and iron," by unscrupu- 
lous diplomacy, backed by the best trained army in Europe, and by 
unhesitatingly throwing the country into war where the army could be 
used. 

"By the intoxicating effect on public opinion of Prussia's tri- 
umphs in these wars, the 'great question' was indeed decided. Democ- 
racy was henceforth dead in Prussia. There was no longer any serious 
conflict as to whether King or Parliament should rule; the exponents 
of liberalism were disillusioned and impotent; and worse than that, 
they became docile and the idea of an executive responsible to the rep- 
resentatives of the people was so completely shelved that many years 
later, when the progressive Crown Prince Frederick at last succeeded 
to the throne (1888), Bismarck was able to make it a condition of his 
retaining office that there should be 'no parliamentary government.' " 

The present Emperor inherited German militarism and German 
imperialism, his hatred for democracy, a belief in the "divine right of 
kings," and the strength of the Germany army. The lessons of the 
history of his country and of his family are plain. Germany was built 
by "blood and iron." 

On his accession to the throne, in the speech he made to the army 
and navy three days before his speech to the people, he spoke these 
words : 

"The soldier and the army, not parliamentary majorities, have 
welded together the German Empire. My confidence is pjaced in the 
army." 

William II broke with the Great Chancellor, not because he be- 
lieved more in the people than Bismarck, but because he believed so 
much in the rule by "divine right" that he was unwilling even to be 
overshadowed by the Chancellor who made the Empire. His policy is 
exemplified in the following extracts from speeches : 

"My grandfather, by his own right, set the Prussian crown upon 
his head, once more distinctly emphasizing the fact that it was ac- 
corded him BY THE WILL OF GOD ALONE, AND NOT BY 
PARLIAMENT, OR BY ASSEMBLAGE OF THE PEOPLE, OR 
BY POPULAR VOTE, and that he thus looked upon himself as the 
chosen instrument of Heaven, and as such performed his duties as 
regent and sovereign." Koenigsberg, August 25, 1910. 

"Looking upon myself as the instrument of the Lord, WITHOUT 
REGARD TO THE OPINIONS AND INTENTIONS OF THE 
DAY, I go my way." Koenigsberg, August 25, 1910. 

10 



"UPON ME, the Spirit of the Lord has descended." Proclama- 
tion to the Army of the East, 1914. 

Emperor William also thoroughly agrees with Bismarck's state- 
ment of 1849, which is as follows : 

"The strife of principles which during this year has shaken Europe 
to its foundations, is one in which no compromise is possible. They 
rest on opposite bases. The one draws its law from what is called 
the will of the people ; in truth, however, from the law of the strongest 
on the barricades. The other rests on authority created by God, 
on authority by the grace of God * * *. The decision on these 
principles will not come by parliamentary debate * * . * sooner or 
later the God who directs the battle will cast his iron dice." 

Bismarck's attitude toward democracy was plainly stated when he 
said : "I look for Prussian honor in Prussia's abstinence from any 
shameful union with democracy." 

The mind of the opposition at that time was expressed by an 
exile, who said: 

"Our victory is certain; I declare it with the profoundest con- 
viction, here in exile, and precisely when monarchial reaction appears 
most insolently secure. What matters the triumph of an hour? What 
matters it that by concentrating all your means of action, availing 
yourselves of every artifice, turning to your account those prejudices 
and jealousies of race which yet for a while endure, and spreading 
distrust, egotism and corruption, you have repulsed our forces and 
restored the former order of things? Can you restore men's faith in 
it, or think you can long maintain it by brute force alone, now that all 
faith in it is extinct? * * * Threatened and undermined on every 
side, can you hold all Europe forever in a state of siege?" 

Such was, and is the mind of the democratic people of the earth. 

With Lincoln we say : "We accepted this war ; we did not begin 
it. We accepted it for an object, and when that object is accomplished 
the war will end; and I hope to God it will never end until that object 
is accomplished." 

"Our victory is certain," because, "we wrestle not against flesh 
and blood, but against principalities, against powers, against the rulers 
of darkness in this world." 

As President Wilson says, "For us there is but one choice. We 
have made it. Woe be to the man or group of men that seeks to stand 
in our way in this day of high resolution when every principle we hold 
dearest is to be vindicated and made secure for the salvation of the 
nations. We are ready to plead at the bar of history, and our flag 
shall wear a new lustre. Once more we shall make good with our 
lives and fortunes the great faith to which we were born, and a new 
glory shall shine in the face of our people." 

Yes, it shall shine in the face of all people, "For all nations under 
God shall have a new birth of freedom and the government of the 
people, by the people and for the people, shall not perish from the 
earth" 

11 



America, My Country, 



THE NEW NATIONAL ANTHEM. 



JENS K. GRONDAHL. 

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Copyright, 1917. by The Red Wing Daily Republican, Red Wing, Minn. 
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America, My Country.— 2. 



TABLE OF CONTENTS 
PART I. 

Why We Are at War 5 

America, My Country 12 

Revelations of War. . .' 17 

Suggestive Organization of the Teachers' Patriotic League... 21 

Committee Work 23 

Cooperative County Work i . 23 

Committee on Citizenship 24 

Committee on Health 25 

Committee on Patriotic Activity 27 

"Team" Work 29 

Suggestions to Individual Teacher 30 

Upper Grade Reading 31 

Teaching of Civics and History 32 

Conservation and Geography 34 

Conservation and Arithmetic 34 

Conservation and Hygiene 35 

a. Hygiene for First Five Grades 36 

b. Upper Grade Hygiene 36 

Conservation of Health Through Play 37 

Language and Programs 38 

Health Facts and Survey Outlines 40 

Rules Relating to School Buildings 41 

Safety First 44 

Suggestive Outline for Study 45 

School Sanitation 45 

Home and Farm Sanitation 47 

"The Good Citizen" 49 

The Spirit of Democracy 49 

Prose 50 

True Americanism 50 

The Efficiency of Free Governments, James Monroe 51 

Gettysburg Address, Abraham Lincoln 51 

With Malice Toward None, Abraham Lincoln 52 

Stand by the President, Joseph Choate 52 

America First, Woodrow Wilson 52 

The Duty and Value of Patriotism, Archbishop John 

Ireland 54 

Poems. 57 
Landing of the Pilgrim , Fathers, Felicia Dorothea 

Hemans 57 

Paul Revere's Ride, Henry W. Longfellow 58 

Concord Hymn, Ralph Waldo Emerson 59 

Warren's Address to the American Soldiers, John 

Pierpont 60 

14 



Our Country's Call, William Cullen Bryant 61 

Old Ironsides, Oliver Wendell Holmes 62 

Vive La France, Oliver Wendell Holmes 63 

Recessional, Rudyard Kipling 64 

Vision of Future, Alfred Tennyson 65 

The Flag 66 

Makers of the Flag, Franklin K. Lane 66 

The National Flag, Henry Ward Beecher 67 

Follow the Flag, Theodore Marburg 68 

Duty to Our Flag, Daniel Webster 69 

To Our Flag, William Henry Hawort 69 

The Story of Our Flag 69 

What the Flag Means, Kate Hamilton 70 

It was My Flag, J. A. Riis 70 

Your Flag and My Flag, Wilbur D. Nesbit 71 

The American Flag, Joseph Rodman Drake 72 

The Flag, George Enderich 73 

Unfurl the Flag, author unknown 74 

Our Flag, author unknown 74 

A Song for the Flag, D. A. McCarthy 74 

Flag Salutes 75 

Minnesota Flag Laws 76 

The Flag 76 

Etiquette of the Flag ,. 77 

Flag Days 78 

Songs. 

America, Samuel Francis Smith , 79 

The Star Spangled Banner, Francis Scott Key 80 

Columbia, the Gem of the Ocean, Thomas A. Becket 81 

Battle Hymn of the Republic, Julia Ward Howe 82 

God Bless Our Native Land, C. T. Wright 83 

America, the Beautiful, Katherine Lee Bates 84 

Quotations 85 

Club or Lyceum Work 88 

Community Council 89 

Suggestions for Organized Club Work in Country Com- 
munities 91 

Conservation and Hoover Problems 96 

Conservation 96 

Hoover Problems 99 

Third to Eighth Grade 99-109 

Organizations Connected With the War 110 

What the Red Cross Has Done 110 

Bibliography 112 

Books From Committee on PubHc Information 112 

Books From Safety Commission 1 12 

15 



Popular Publications on War 113 

Americanization 113 

Night Schools 113 

History and Civics 113 

Patriotic Readers 114 

Thrift Books 114 

Health , 114 

Physical Training 116 

PART II. 

A Letter to Children , 117 

Directions for Organization of Little Citzens' Leagues 119 

Pledge, Constitution and By-Laws of the Little Citizens' 

Leagues . . 123 

League Song 122 

Manual for League Officers - 127 

Little Citizen's Creeds 129 

Suggestions to the Program and Information Committee 130 

Programs. 

Patriotic Pageant 132 

Patriotic Program 134 

Liberty Loan Program 135 

The Flag Program 138 

The Red Cross Program 141 

The Conservation Program '. 141 

The Little Citizens' League Program 142 

Tableaux 144 

Dialogues 144 

Suggestive Club Programs 149 

Suggestions for Health Committee. 

Health Creeds 152 

Inspection of Schoolrooms 152 

Health Habits 154 

Personal Cleanliness 154 

Eating Habits 157 

Sleeping Habits 157 

Habits of Exercise 158 

Schoolroom Habits 158 

Personal Health Inspection 159 

"Come Clean" 159 

Suggestions for Physical Training. 

Drills , 160 

Playgrounds 162 

Games 163 

"Battles of England' ' 169 

Suggestions for Committee on Patriotic Aid 170 

Earning 170 

Plans for Expenditure 171 

Giving 171 

Saving 171 

Production 1 72 

Club Stories of Achievement 173 

Projects in Agriculture and Home Economics 177 

16 



Revelations of War 

Great necessities have been revealed, emphasized and created by 
the war. 

One of the first things, most plainly apparent, was the fact that 
72 per cent of Minnesota's population is of foreign parentage, or for- 
eign born. Of the 46 per cent of foreign born, only three-fifths are 
fully naturalized, leaving one-fifth, or 20 per cent, as absolute aliens. 
These aliens are not necessarily enemies, but as citizens of another 
country, they cannot be called upon fof support in the hour of need. 

Both naturalized citizens and aliens are largely unfamiliar with 
our language and traditions. Some have been exploited by our in- 
dustries; others have failed to find congenial labor. Few can read 
English and eight per cent are illiterate. The large majority have 
not been assimilated into the social life of the country. All are un- 
familiar with the service this country should give them. Many times 
they expected to find their ideals materialized in the Land of the Free, 
and finding those ideals still in the making, or yet to be undertaken, 
they became discouraged and discontented. 

In our haste to welcome them into our industrial life, we have 
failed, as a whole, to extend the hand of brotherly love in social gath- 
erings. We have taught only a few to read or write our language, 
and we have not made clear the ideals of America. They know not 
the cost of the ideals already achieved. We have not explained to 
them, or learned from them, the need of yet greater achievement, and 
the ways in which they may help and be helped. As a result, when we 
need their assistance and support, they do not understand our view- 
point. 

Generations of both foreign and native born have gone through 
our schools, and yet have very little knowledge of what America has 
done ; the principles for which she stands ; and what they should 
do for the country in return for liberty and protection. 

The adults of the land know very little, comparatively, of the 
problems of either the world or this government. Graduation from 
school, five, ten or twenty years ago, does not enlighten them about 
the present. They can read, but in very few homes do they get more 
than one side of the situation. Very few communities have made it a 
point to have gatherings where all sides of a situation are presented 
by the best speakers and fewer yet have any discussion of the problems 
of industrial or political life. 

The majority of people never expected another war. All felt that 
civilization had outgrown such barbarism ; but as the hydra-headed 
monster shows itself, it seems to be the direct outgrowth of a cynical 
view of life that has fed upon ignorance, selfishness, envy, jealousy, 
greed and avarice, till it has forgotten the very existence of individual 

17 



human rights. Universal disarmament will not end war. Nothing 
except national life that reflects kindness and justice between nations 
can do it. National life of that type cannot be secured till the people 
bestir themselves and take intelligent concentrated action that will 
cleanse our politics and cause the national government to represent 
only the best of the people's thought and action. The continuance, yes, 
even the attainment of that type of national life is impossible till our 
children are taught that truth, honor, and righteousness stand above 
all else; that the individual wish must always be subservient to the 
wish of all; and that the service of the government is a sacred trust 
which only a Judas will misuse for his own financial and political 
advancement. 

With the declaration of war it suddenly became necessary to see 
that all people both native and foreign, were enlightened on present 
situations, especially the causes, of war and the relief measures that 
must be undertaken at once. Central bureaus are not enough; there 
must be local distributing points as well. Every newspaper represents 
the views of its owner, but Government literature must reach every 
home, every adult and every child. As President Wilson said: "It 
is not an army we must shape and train for war, — it is a nation." 

The call to the colors and the subsequent examinations revealed 
that those who failed in the physical tests had very little knowledge of 
the laws of health, or else failed to have any health habits. This em- 
phasized the returns of previous examinations of youths at universities 
and in country schools, which had revealed appalling conditions, 80 
per cent of the children being physically defective in one or more 
points. Many of these defects were a direct result of poor teaching 
in hygiene, poor schoolrooms and poor sanitation. 

It suddenly became necessary for America to feed the world, on 
account of lack of production in warring countries, and the increased 
demand for food. Animals in Europe have decreased by 33,000,000 
since war was declared. In facing the food problem, we suddenly 
became aware that our national production in all foodstuffs had de- 
creased per capita, and meat animals had decreased at the rate of 
17,000,000 between 1900 and 1910. In the meantime, our population 
has increased, our responsibilities have grown, and we realize that 
the greatest danger we face is the shortage of food. 

The conditions in Belgium and France, the maintenance of the 
allied armies, and the necessary hospital work immediately demanded 
an immense work by the Red Cross and the Y. M. C. A. Such work 
calls for the help of every merciful being. The needs of these organi- 
zations must be made known in every home and every hand must help 
with the work. 

With these revelations facing us, we realize that certain things 
must be done immediately for the people and the nation. 

First — Local bureaus must be created to place in each home the 
Government literature in regard to the causes of the war and the neces- 
sary relief. 

Second — With the army of young soldiers going to the front and 
the drafting among foreign born, it behooves us to make the situation 

18 



very clear to the foreign born who are left at home and extend to 
them both social equality and industrial relief. Our true kindliness 
and ideals must be so apparent that the unnaturalized foreigner will 
desire citizenship. 

Third — Lyceums should be formed where the people will hear 
good speakers who will explain the country's needs, and the aims and 
wishes of the Government. 

Fourth — School work should be reorganized immediately so as to 
lend all possible assistance to the Government in conservation, produc- 
tion, and Red Cross work. 

Fifth — While endeavoring to accomplish these four results, we 
must not forget to prepare the nation for the future by teaching 
American ideals and practical citizenship in our schools; remedying 
the present and future health conditions; stamping out illiteracy in 
the land; and socializing both our native and foreign born citizens. 

All these projects are a matter of education. In order to carry 
them out most successfully the school must assume a great responsi- 
bility. 

The public school system as already organized can be readily 
adapted to this work. No other class of people reach the individual 
homes as do the teachers. With a band of willing children, eager to 
help Uncle Sam, the patriotic teacher can do an immense amount for 
her country. 

How can This be Accomplished Speedily and Effectively ? 

The teacher must have a fuller understanding of the work to be 
accomplished. School work will have to make direct contribution to 
the world's work, as in Red Cross and production work. Improve- 
ments in teaching methods that will allow the child to do this effectively 
and efficiently must be made at once. Teachers must accomplish defi- 
nite results in the community and enlarge their whole scope of work 
very materially. Ways of handling all these problems must be worked 
out immediately, without a loss of efficiency. 

No one teacher can accomplish these things alone. The problem 
of the individual is the problem of all. It must have much individual 
consideration. It must have more than individual consideration. For 
the sake of solving these problems with the least trouble and most 
benefit, teachers should meet en masse for their consideration. This 
body should appoint committees to take the individual solutions, and 
with much study and thought, evolve an efficient course of action for 
all. In the health work especially, the demand of the committee, 
backed by a strong organized body, will be needed, as final action 
must be taken by School Board, County Board, or State. 

The course of action evolved can then be taken into the schools. 
The fact of joint co-operation on the part of all will make the in- 
dividual teacher stronger to meet any question or criticism, and 
strengthen her position in the eyes of the community. 

Every county has its own problems. In order to meet them ef- 
fectively, work for each county must be planned thoroughly by the 
people who are to do the work. This will allow them to undertake 

19 



the lines of work most needed, and effectively check up on results. 
Since rapid changes produce disturbance, these changes must be care- 
fully planned in advance, with regard to details of work to be done, 
and with definite ideas of the results to be accomplished. Hence, or- 
ganization is absolutely necessary. 

After careful consideration of all these facts the organization of 
a Teachers' Patriotic League for each county was suggested, with the 
following Constitution and By-Laws: 



20 



Suggestive Organization of Teachers' Patriotic League 

PLEDGE 

I hereby pledge my loyal support to my country and my active 
aid to it, by carrying out the work of the Teachers' Patriotic League. 

CONSTITUTION 

Article I 

The name of this League shall be : 
Teachers' Patriotic League. 

Article II 

The object of this League shall be to plan and carry out a cam- 
paign among teachers for definite, active, patriotic service in training 
children. 

Article III 

Any teacher in this county who wishes to render active patriotic 
service may become an active member by signing the pledge and con- 
stitution, and paying the fee. Any one may become an associate mem- 
ber by signing the pledge and constitution, and paying the fee. 

Article IV 

The officers shall consist of a President, Vice President, Secre- 
tary and Treasurer, who shall perform the usual duties attached to 
those offices. 

Articcle V 

The regular meeting of this League shall be held at the Teachers' 
Annual Institute. 

Article VI 

This constitution may be amended at any meeting by a majority 
vote of two-thirds the membership of the League. 

Article VII 

The officers of this League and the Chairman of the Commit- 
tees shall constitute an Executive Board, for planning and executing 
special work, as instructed by the general body at any meeting, or in 
accordance with its by-laws. Four shall constitute a quorum. The 
County Superintendent shall be a member, ex-officio, of this Executive 
Board. 

-v 21 



BY-LAWS 

Section I 

The League motto shall be: Help our country and its children 
NOW. 

Section II 

All officers shall be elected by ballot, at the annual meeting, and 
shall hold office until their successors have been elected and qualified. 

Section III 

Special meetings may be called at any time by three members of 
the Executive Committee, the notices to be in writing, and sent to 
each member of the League five days, or longer, previous to said meet- 
ing. 

Sectional meetings may also be arranged for through the Execu- 
tive Committee, some member of said board to be present as presid- 
ing officer; or sectional chairmen may be appointed to take charge 
of sectional meetings and the work of that section of the county. 

Section IV 

The following standing committees shall be appointed by the 
President, each chairman to select two assistants : 

1. Committee on Health. 

2. Committee on Citizenship. 

3. Committee on Patriotic Activities. 

DUTIES OF COMMITTEES 

The Committee on Health shall plan general health work for the 
community and the schools of the county, and do everything possible 
to aid the physical development of the children and organize recrea- 
tional work throughout the county. 

The Committee on Citizenship shall see that Little Citizens' 
Leagues are organized; that patriotic instruction is given; that flags 
are in each school ; that patriotic programs are given in communities ; 
that patriotic literature is furnished for both children and adults ; and 
that adult organizations are formed wherever practical.* 

The Committee on Patriotic Activities shall plan practical ways 
for children to aid in the war situation by saving, producing, earning, 
knitting, sewing, boys writing letters to soldiers, etc. The Committee 
shall also help in adult organization, assisting them to get in touch 
with such bodies as are carrying on practical, helpful war work. 



* See page 89. 



22 



Committee Work of Teachers' Patriotic League 

There are many existing organizations, each carrying on a very 
worthy line of patriotic work. For the sake of eliminating any dupli- 
cation, the officers of the Teachers' Patriotic League should consult 
the officers of these other societies and undertake to assist in work 
not yet completed, or to organize new work. In order to do this, each 
county's League will find it necessary to formulate its work with ref- 
erence to that county's needs, 

In many counties the food conservation work is well organized ; in 
others, organization is scarcely begun. Some counties have held many 
"loyalty" meetings; in others, the people of the county have heard very 
little, comparatively, about the world war situation. Some counties 
have health nurses; many others have no health officers. In some 
places the Red Cross is well established; in others, little help has been 
given. What do these situations demand? 

CO-OPERATIVE COUNTY WORK 

These situations demand local consultation; local plans, well or- 
ganized, and energetic co-operative local workers. 

The Executive Board of the League should consult the County 
Superintendent of Schools, the County Chairman of the Public Safety 
Commission, the Chairman of the Woman's Auxiliary of the National 
Council of Defense, the Chairman of the Red Cross Association, and 
the County Health Officer. If it is impossible for executive committees 
to get all of these people assembled at one meeting, it is imperative 
that the Chairman of each group concerned be consulted by the mem- 
ber of the Executive Committee representing the same interest. None 
of this work should be undertaken without a consultation. This con- 
sultation should result in mutual agreement. Immediate co-operative 
action is the great necessity just now. Previous experience has shown 
that Minnesota teachers can act, and act immediately; and they will 
not fail now in co-operative planning and execution. 

Each committee should decide on some one or two types of work; 
look after that work thoroughly, and see that results are obtained. 
Necessity demands immediate results, and brooks no delay. 

Executive Board — No committee work should be undertaken until 
it has been submitted to the Executive Board, in order to pre- 
vent conflicts. The work of each committee must be planned so 
as to assist with the work of the others. For instance : if a campaign 
for Conservation is made in one month, the programs and school work 
of that month should be connected with that topic. At the same 
time, speakers on Conservation should be sent out, and the Pledge 
Card Campaign made. This will combine the work of the two com- 
mittees. If the Board decides to build up the Thrift work, a cam- 
paign should be made by the teachers, emphasizing earning and pro- 

23 



duction. At the same time, an adequate financial plan should be in- 
troduced, followed by a War Savings and Red Cross Campaign. 

If we would arrive at a definite goal in this work, we must act 
unanimously, and eliminate all possible friction. 

COMMITTEE ON CITIZENSHIP 

War Literature — The Committee on Citizenship should meet, plan 
and co-operate with the Chairmen of the Safety Commission and the 
National Council of Defense. After this consultation, the Committee 
should go over all the work required in the county, determine in what 
ways the teachers can be of most assistance, and plan their work 
accordingly. They should consider the fact that the school must be 
used as a local bureau to place in each home the government literature 
in regard to the war. Many pamphlets have been published in regard 
to war conditions, and the first thing the Committee should do is to 
read these, decide which ones are needed in their county, and order 
for the county. They should ask the teachers to inform them of 
the number of copies desired, and the languages in which they should 
be printed, and send this order to the Chairman of this Committee. 
The Chairman of this Committee should then check up the orders with 
the list of schools in the counties, and send the order to the State 
Safety Commission, The Capitol,* St. Paul. This literature will then 
be sent out to the teachers. The Chairman of the Citizenship Com- 
mittee should make it his or her business to see that the entire county 
is supplied. 

Flags — Flags should fly over every schoolhouse, or hang in the 
schoolhouse where the children can see them. Flags, or flag poles 
have not been provided in all cases, and the Committee on Citizenship 
should check up all schools and ascertain which ones have not obeyed 
the law. All wilful negligence should be reported to the Chairman 
of the Public Safety Commission. Each teacher should be requested 
to instruct the children in regard to national law and customs of 
respect to the flag. 

Programs — It would be well for the Committee on Citizenship to 
request each teacher to see that some form of patriotic program is 
given once each month, either by the young people of the neighbor- 
hood, the school, or a speaker. Suggestive programs will be found 
elsewhere. 

Americanization — In planning the county work, the nationality 
and the number of foreign born and of foreign parentage should be 
considered. Whether the number of foreign born is large or small, 
a definite effort should be made to give instruction in the English 
language and in the ideals of America. Under all circumstances, a 
great effort should be made to see that the foreign born and those of 
foreign parentage are made to feel that they are welcome in our 
country so long as they observe her law and become Americans. We 
must then not only be glad and willing to help them obtain their rights, 
but we must see to it that those rights are inviolate. All foreigners 
must be made to realize that they must become American citizens, 

24 



and that we must have their help in building a better nation. Cere- 
monies that will mark the day of citizenship as an important event 
should be held, when, final naturalization papers are granted. This 
ceremonv is most fittingly a part of the celebration of Independence 
Day. 

All the people of the state, whether native born, of foreign par- 
entage or foreign born, need a much larger social life. Foreigners 
have always been used to this, and if we extend a hand of fellowship 
to them, each will teach the other many things of mutual advantage. 

Clubs — In connection with the social life, clubs and community 
councils* should be established where the people may discuss in- 
formation that they gather in regard to industry, production work, 
or any of the great issues of the present and future. 

Speakers — Another line of work should be considered by the 
Citizenship Committee — that of establishing lyceums in connection 
with the club work, and supplying every community with one speaker 
every two months, or oftener. As speakers are rather difficult to 
obtain, and must often go from one schoolhouse to another, it will be 
necessary that an itinerary be made out, and that the Committee see 
that transportation and entertainment is furnished to the speakers. 
The speakers sent out in this work are not paid for their services, and 
it will be necessary for the local people to defray their expenses while 
in the county. Consultation with the county chairman of the Safety 
Commission is most necessary in this work. 

Illiteracy — A great effort should be made, in counties populated 
by foreigners, to stamp out illiteracy. Four per cent of the inhab- 
itants and nine per cent of the foreign born population of the state 
are illiterate, and it is only through concentrated effort of educational 
forces that this number can be reduced. Each Citizenship Committee 
should make a strenuous effort to better the social and foreign con- 
ditions and to establish local clubs, lyceums and night schools wherever 
needed. 

Little Citizens' Leagues — One of the most important considerations 
of the Committee on Citizenship is the formation of Little Citizens' 
Leagues. We have nothing in the schools at the present time that 
trains the child in efficiency in democratic procedure. A great effort 
should be made to see that these leagues are organized in the schools 
throughout the county. 

The main work of this Committee is: 

1. The distribution of patriotic literature. 

2. The Americanization of foreigners. 

3. The stamping out of illiteracy. 

4. The establishment of clubs, lyceums and Little Ctizens' 
Leagues. 

COMMITTEE ON HEALTH 

The Committee on Health should consult with resident physicians, 
dentists, and health officers; diligently study the latest reports and 
bulletins on health and sanitation, and plan their work accordingly. 

* See page 89. 

25 



There are many facts not printed elsewhere, that should be considered, 
and these will be found on page 40. Some books and bulletins men- 
tioned in the bibliography on page 112, should be in the hands of every 
teacher, and it would be well for the Committee to look these over 
and order the ones that, in their judgment, will be of the greatest 
assistance in the campaign which is undertaken. 

Health Inspection of Rural Schools — School surveys make it im- 
perative that each school do all it can to establish Health Habits, and 
that the Committees do all they can to obtain inspection of the school 
children by the doctors and dentists of the county, or a nurse em- 
ployed for that purpose. In some counties the Committee has already 
obtained the help of their doctors and dentists, and will have school 
health examinations, regardless of the fact that they have no county 
nurse. 

Campaign for Better Physical Conditions in Schoolroom — This 
Committee on Health, after consultation with the local physicians, will 
find that there is much to do of a local nature, and the conditions 
throughout the state make it evident that the Committee should make 
a campaign for health inspection, for better seating facilities, ventila- 
tion, light, warmer floors, school and toilet sanitation, and the bar- 
ring of children with communicable disease from school. A campaign 
to correct bad postural habits, for physical training and play, for ab- 
solute cleanliness, for the teaching of hygiene and sanitation tljree 
fifteen-minute periods per week, as required by law, would make a 
wonderful improvement. 

There are five things that should be accomplished this next year, 
and the Committee should undertake the work at once: 

1. Schoolhouse and toilets should be kept clean and scrubbed at 
least twice a month. 

2. Children having communicable disease should be barred from 
school. 

3. Children should be given definite physical training and taught 
organized play. 

4. Children should establish the Health Habits emphasized in the 
points of inspection in the Little Citizens' Leagues. 

In order to accomplish these things it will not be necessary to 
have the help of outside workers, but it will take continued activity 
by the Committee to get the individual teacher to emphasize these 
necessities and check up the reports. 

5. Obtain Individual Examinations — These things should be ac- 
complished in the schools, but the Health Committee, at the same time, 
should obtain co-operative work on the part of both doctors and 
dentists, and should see that the individual child in each school is 
helped to obtain both examination and treatment. Until we have 
medical examination most parents will never realize the physical needs 
of the child. 

26 



COMMITTEE ON PATRIOTIC ACTIVITIES 

v The Committee on Patriotic Activities has a very responsible po- 
sition, as they are the ones who plan the habit- forming activities which 
will help determine the character of the child, both in the present 
and future. Every child must learn to produce something that will 
aid in feeding or clothing the world; also to handle money wisely. 
He must not only care for himself in the present and the future, but 
aid those less fortunate than himself. 

Production Work — Production . work in our homes cannot pro- 
gress as it should unless it is emphasized by the school. Scientific 
instruction in production must come through our schools. Production 
work by the children is now demanded. This may be necessary not 
only during the war, but for years to follow. The acreage of tillable 
land in Europe is being lessened by each battle, and the number of 
men able /to work is becoming less every day. America's problem is, 
and will be, the problem of feeding the world. Consequently, every 
child should be "doing his bit" in the production of food and clothing. 
The production problem has been carried on for many years by 
the Boys' and Girls' Clubs. This club work is now under the state 
leadership of Mr. T. A. Erickson, University Farm School, St. Paul. 
If the Committee will write him,' he will furnish them much informa- 
tion and also the names of the local club leaders. These leaders will 
help them plan their entire compaign as "teams," enlist the children 
in the project work, and furnish the teachers with the necessary mate- 
rials and information. A full description of this project work will be 
found on page 177. 

Team Work — Every school can have one or more "teams." Every 
boy and girl should be an active worker in the Thrift and Red 
Cross "teams," while each one should take part in one or more of the 
agricultural projects. The Teachers' Committee should co-operate 
with the local teachers ; see that these "teams" are listed, and obtain 
a detailed account of their plans and achievements from their captains 
and reporters. 

Financial Plans — One point must be kept distinctly in mind by 
this Committee: the active work for the Little Citizens' League must 
be so planned that it will preserve a good balance throughout. In 
order to do this, the Committee on Patriotic Activities should present 
to the children some scheme of earning, giving, and saving. This plan 
should allow the child to provide for at least a part of his own needs. 
This will enable hmi to be self-respecting, release some of the parents' 
funds for other purposes, and make them appreciate the child's part 
in the national scheme of production. 

A good financial scheme is absolutely necessary for prosperity. 
Such a plan was followed' by tne Jews, who gave one- tenth of all they 
received to church and charity. Out of what was left they saved any- 
thing more than their present needs, for the future emergency. Their 
success in business is a matter of history. Some of our great financiers 
always lived on one-third of their incomes, however small, giving one- 
third to charity and saving the remainder. The common people of 

27 



France have always put aside a portion of all they received for an 
emergency. This habit saved the nation and enabled them to meet 
the intense strain of the war. 

The average American has no such habit, and many of the so- 
called "wealthy" people of America have spent their money as fast 
as they earned it. Although thrift is not one of our national traits, 
it can be. It is becoming more necessary eveiw day that children 
form the "thrift'' habit. The schools should teach every child to earn, 
to help others, and to save a portion of his wages for the future. 

Methods of Earning — Children who take up agricultural projects 
often are able to earn much through their sales of produce. People 
are often glad to hire children to run errands, wash dishes, care for 
babies, chop wood, etc. Children should be encouraged in doing these 
things, and the teacher should do everything possible to aid the child 
to obtain money through his own effort. The American child is often 
both glad and willing to earn, but he has never learned to lay aside 
a part of his earnings for charity and future education or business. 

Saving — If every child in America would form the habit of put- 
ting aside at least one-tenth of all he earns until he is twenty-one years 
of age, the economic prospertiy of the next generation would be as- 
sured. At the same time he should learn hozv and where to in- 
vest his savings. Just at present, one of the best and safest savings 
accounts is the purchase of War Savings Stamps and Certificates, 
through postoffices, banks, and mail carriers. This guarantees the 
return of all savings in 1923, with interest compounded quarterly, at 
4 per cent. When invested in this way the money is also loaned to 
the United States Government, and Uncle Sam needs every penny just 
now. 

Schools often earn much by giving socials, entertainments, candy 
and pop-corn sales for school needs. Some schools have an annual 
sale of articles made in the Domestic Science and Manual Training 
rooms. Many times the money thus raised is not sufficient for the 
purpose intended. In such a case the money can temporarily be well 
invested in War Savings Certificates. 

The Committee on Patriotic Activities will be gladly received by 
the local and county representatives of the Red Cross, the Y. W. C. A., 
and the Y. M. C. A. The Red Cross seeks to care for the wounded. 
The Y. M. C. A. strives to furnish the soldiers material relief while in 
the trenches, some home life, clean social gatherings and religious in- 
struction of an undenominational type. The Y. W. C. A. endeavors to 
furnish the same type of comfort for girls who are doing war work 
in munition factories, women visiting their soldier friends, etc. 

Almost all of these organizations have county headquarters. If 
there are no county headquarters, the state organizations may be 
reached at the addresses given on page. 110., 

Programs stating the purpose, history and work of these organi- 
zations may be given by the children. Socials and entertainments 
may be given by the young people, and the money raised given to any 
of these charities. Red Cross societies may be organized, both among 
adults and children. Everyone in the neighborhood should be made 
to feel the value of these lines of work, and contribute his or her share. 

28 



Reports— Ax all times the Committee should keep a sharp check 
on the work of the children, especially of moneys received or reported 
as given by the local school. The number and kinds of finished Red 
Cross work should also be reported. The Committee should provide 
for a duplicate report of Red Cross work, one copy of which will be 
sent to the local school chapter and the other to the Chairman of the 
Teachers' Committee. 

The Teachers' Committee on Patriotic Activities should also pre- 
pare a report of all the projects established in each school, including 
the number of children enlisted in each, and arrange some plan for a 
Little Citizens' program early in the fall, when children and teachers 
can give a public report of what they have done. 

In Summary — The Patriotic Activities Committee of the Teachers' 
Patriotic League should endeavor to do four things between now and 
June 1st: 

1. Every child should be enlisted as an active worker in some 
form of agricultural production. 

2. Every child should be taught to earn and to adopt some sound 
financial plan of handling his money so that he may both save and 
give to others. 

3. Every child should be encouraged to give all he can spare to 
the Red Cross work, and to invest all his savings in the War Savings 
Stamps and Certificates. 

4. Every child should be established as an active worker for the 
Red Cross. 

If these things are taught, school work will have been revitalized ; 
the child will have learned some of the greatest lessons of life; and 
both the present and future needs of our country will have been met. 

Through educational achievement we may all learn that an un- 
expected calamity may turn into a national blessing! 



TEAM WORK 

It ain't the guns nor armament, nor fund that they can pay, 
But the close co-operation that makes them win the day. 
It ain't the individual, nor the army as a whole, 
But the everlastin' teamwork of every bloomin' soul. 

— Kipling. 



29 



Suggestions to the Individual Teacher 

Teaching, for yeai;s, has been slowly evolving from the field of 
teaching the elements of reading, writing and arithmetic, in their 
simplest forms, to a presentation of the larger field of education in 
literature, science and art. Teachers have recognized the necessity 
of more education. A few realized the need of broadening their edu- 
cation, so that they could co-ordinate the school work with life itself, 
and present the elementary subjects with a larger background. Others 
simply added a patchwork of information to their previous knowledge 
without relating it to life. Even in the school curriculum itself, branch 
after branch of work was adopted without serious thought of its aid 
to the child in life itself, or to the industries of the world. As a re- 
sult we were not ready for. the sudden call of war that demanded 
an immediate readjustment of all school work, so that it would aid 
to the fullest extent in meeting the insistent, inexorable requirements 
of the present day. 

Sudden Readjustments — The sudden call of the war demanded 
an immediate readjustment of all social and economic conditions, both 
in schools and communities. In this readjustment to meet immediate 
needs, practically every teacher will have to work out the details of 
the situation, alone and unaided. In doing this, her plan should be 
controlled by the present great necessities. These are the productoin 
of food, the upbuilding of the health and vigor of the child, and the 
education of both child and community to an active participation in 
the government of the nation. Community and school work hinges 
upon these things, for prompt, concrete returns are required. These 
cannot be obtained without immediate co-operation between school 
and home. The teacher must plan to take her place as a leader in 
community work, give the children a more efficient education than 
ever before, and turn out healthy, thrifty citizens who will add to the 
world's production. 

Purpose of Pamphlet — Organization is one of the great things for 
teachers to learn, and much time should be spent in planning work 
that will hinge upon these three projects, and yet omit none of the 
fundamental steps of education. In order to do this, much informa- 
tion that is now scattered and difficult for the teacher to obtain must 
be made available. To this end this pamphlet is published. To one 
who does not understand its purpose, it may seem a heterogeneous col- 
lection of facts; but to the teacher who is looking for such facts, the 
information in regard to the four lines of work herein emphasized, 
will be of great assistance. Every teacher should read the suggestions 
on committee work, pages 23 to 29. No effort is made to present any 
new outline of work. It simply calls the teachers' attention to some 
facts that should be taught, some points that require emphasis, and 
at the same time furnishes some of the necessary material. 

30 



UPPER GRADE READING 

Use of General Public Literature — A large part of the upper grade 
general reading, except as it contributes directly to the necessities of 
the present occasion, or the formation of higher ideals, should be 
eliminated from school reading work at the present time. In its 
place should be substituted public literature that contributes to a 
knowledge of production, better health and better citizenship. The 
teacher should go through this literature, grade it, and see that it is 
given to the child for whom it is fitted. She should take some one 
topic for a lesson and assign, to the individuals in the class, different 
readings bearing upon that subject. Every child should read for him- 
self, and give this individually acquired information as a contribution 
to his group or class. In this way he learns to gather knowledge as 
he must do in the coming years of life. 

Both the teacher and her school should make an immediate study 
of the nation's needs, the wonderful aid that has been given to pro- 
duction by children, and the agricultural work that has been handled 
by Boys' and Girls' Clubs. By the time this has been done the chil- 
dren will be very much interested and ready to undertake some of the 
many projects of agricultural work. Literature in regard to these 
projects should be obtained and everything possible done to stimulate 
the child's interest, intelligence and joyous activity in production 
work. 

Boys' and Girls' Club Work — Mr. T. A. Erickson of the Univer- 
sity Farm School, St. Paul, will gladly furnish literature regarding 
the Boys' and Girls' Club work. In connection with this, a host of 
agricultural leaflets and bulletins may be secured from the Department 
of Agriculture in Washington. These should not be read indiscrim- 
inately, but should be connected with the line of production that the 
children decide to follow during the coming year. 

Health Literature — In connection with Health work, any quantity 
of pamphlets and circulars may be obtained from the State Board of 
Health, the Minnesota Public Health Association, and the National 
Health Association. Other health information may be found on pages 
40 and 152; also a list of usable books and pamphlets, page 114. 

Use of Current Events — The teacher should also see that the 
child becomes acquainted with the world situation, and keeps pace 
with the progress of the war and the welfare of nations concerned. 
In acquainting the child with this work, the teacher will find many of 
the current magazines very helpful. A weekly called "Current Events," 
may be obtained from the Current Events Company, Chicago, for 50c 
per year. The "Pathfinder," published bv the Pathfinder Publishing 
Company, Washington, D. C, price $1.00 per year, is another cheap 
but excellent magazine. Besides these, the older children should have 
magazines like the "Independent," the "Literary Digest," the 
"World's Work," and "Popular Mechanics." The School Board 
should be asked to furnish two of the above mentioned magazines, 
or others of similar type, in order that the children mav know what 
is happening in the world. The Red Cross, the Y. M. C. A. and the 
Y. W. C. A. will gladly furnish material telling of their work. 

31 



TEACHING OF CIVICS AND HISTORY 

The teaching of civics and history is one of the most important 
lines of work. Through its presentation the good teacher can direct, 
shape and mold the future citizens of the country. In order to do 
this efficiently, the teacher must know the child and its parentage, 
the great movements for liberty, the present war conditions, the sub- 
ject matter in history and civics, and methods of motivation that will 
appeal to the emotional interests of the children. 

Study of Child's Parentage — The parentage of a child should 
always be considered and a great effort made with foreign children 
to connect the national life of the two countries as much as possible. 
The teacher should also make a study of their native country's liter- 
ature and history, so that she may trace the growth of freedom in 
both countries. If children are of different nationalities, individual 
assignments about their own country may be made. Information in 
regard to foreign literature and history may be secured from the 
Minnesota Library Commission. 

Trace Movements for Liberty — The great movements for liberty 
in the United States should be traced throughout. The ideals as pre- 
sented by our forefathers should be emphasized and their fruition 
marked, where attained. The necessity of work yet to be done must 
be brought home. Every child must be made to realize that if our 
government is not the best, it is the fault of the man who neglects 
or misuses his ballot, and through laziness, ignorance, or a wish to 
obtain personal ends, allows to be placed, or places in office, weak- 
lings or traitors to public trust. 

Books About War — In connection with the war, there are certain 
books that the teacher should be thoroughly familiar with: "Facts 
About the War," or "The First War Message and the Facts Behind 
It," "Perils of Prussianism," and "The President's Message to the 
Present Congress." These may be obtained from the State Safety 
Commission. 

Books About History — Teachers, as a rule, know very little more 
about American History than that found in the eighth grade history. 
If every teacher would read Macmillan's Source Book, price 80 cents; 
West's Source Book, Allyn & Bacon, price $1.50; or "Epochs of 
American History," Longman, price $2.50; and then do everything in 
her power to acquaint her children with the knowledge gained, a great 
improvement in teaching history would be noted.* 

National Service Book — A book containing a compilation of vital 
facts about our present national life, which are not found elsewhere, 
is the "National Service Book," published by the Committee on In- 
formation, Washington, D. C. This book should be on every teacher's 
desk.* 

Biography — No teacher should fail to use much biographical 
work. She should endeavor to point out to every child not only the 
individual's strength, but his weaknesses, his struggles, his failures and 



* See Bibliography, page 113. 

32 



his successes. Through this means she should instil into the child's 
soul an invincible determination to develop his strength through serv- 
ice, to follow the truth -wherever it leads, with a certain knowledge 
that his struggles will, at least, open the way for others and place the 
ideal nearer the reach of the race. 

Civics and Citizenship — "A Course in Citizenship,"* published 
by Houghton & Mifflin, price $1.35, will be found a most helpful 
and efficient book for this work. It is arranged according to months 
and grades, and includes patriotic quotations, civics and health work, 
and many other things that teachers need every day. If this book 
were used and taught conscientiously, it would make an immense 
difference in national life in a very short time. No teacher can afford 
to be without it, as a part of her personal library. "You are the Hope 
of the World,"* by Hagedorn, published by the McMillan Company, 
price 50 cents, is a very excellent book that all children should read, 
or that should be read aloud to them. It is extremely readable and 
will awaken the child to many facts that are vital. 

Little Citizens' League — In connection with the work for Citizen- 
ship, tHe teacher should remember that the work of the Little Citizens' 
League is one of the most vital parts of the child's education. It 
will give him a training in democratic procedure that cannot be ob- 
tained in any other way. If a child conducts a meeting of children 
and follows recognized parliamentary procedure throughout, he will 
be able to conduct meetings of adults when he becomes older. Making 
and amending motions and discussing them from the floor, develops 
confidence, ability, and an intelligent interest in matters of mutual 
welfare. It also develops control and effort. This organization should 
take much of the burden of school government and sanitation from the 
teacher. Good citizenship can be developed in no better way than by 
leading the child to assume responsibility and fully meet it. 

The Foreigner — In order to reach the foreigner himself, and make 
the best citizen of him, the teacher must understand his country's 
view, his individual ideal and his view of this country. A very good 
thing to interest foreign people is an entertainment reproducing some 
valued features of foreign life. Have some foreigner who speaks Eng- 
lish well describe some of the old country customs. At the same time, 
the growth of liberty in the two countries may be traced. Many of our 
ideas of government and customs are directly traceable to foreign 
countries, and several of the foreign countries have adopted some of 
our improvements. We should not fail to. show our appreciation of 
the many good things they can give. 

The sympathetic interest that leads the teacher to call, that in- 
spires her to interest other women to visit the new home, the friendly 
smile and the act of kindness, is a language that all foreign women un- 
derstand. Motherhood is a common bond, and through it the women 
of the neighborhood should get the foreign born women into Mothers' 
Clubs. Make both parents feel that the teacher is a friend. 

Persuade them to learn the English language for their own and 
their children's protection. Appeal to the foreign born clergy for help, 

* See Bibliography, page 113. 

S3 



and make sure that every foreigner in the neighborhood is able to 
read English. If you can do nothing with Night School work, try 
to get someone in the neighborhood to conduct classes ; but do not fail 
to give the foreigner a chance. Get the men of your club to become 
the foreigner's big brother, and show them the great heart of 
America. 

Appoint foreigners on committees. Let them feel they are of 
use. In places where there are large groups of foreign born, find who 
are the influential members of the group. Get them to form Welfare 
Committees to see that the foreign born have proper sanitation, proper 
school conditions, proper police protection, so that they may learn how 
the Government may be valuable to them. Then persuade 'them to 
become a part of the Government, to become naturalized themselves, 
and lead others to citizenship. In other words, use their own leader- 
ship for Welfare work. Above all else, in dealing with them, remem- 
ber the Golden Rule. 

Books on Americanization — The teacher will also need to know the 
opinions of the best students of Americanization work.* Two very 
good books on this subject are: "Americanization," by Royal Dickson, 
published by Macmillan, at 50 cents per copy; and Scott's "Patriots in 
the Making," published by Appleton, at $1.50 per copy. 

CONSERVATION AND GEOGRAPHY 

Problem Geography — Conservation is one of the greatest needs 
of the Government, and it should be taught in connection with geogra- 
phy, arithmetic and hygiene. The study of the supply and demand 
of the present time in comparison with the ordinary supply and de- 
mand will furnish any number of topics for upper grades that will 
require much geographical study. If the teacher will plan the work 
in connection with the following problems, the children cannot help 
but obtain a good knowledge of both conservation and geographic con- 
ditions. 

Where is the destitution in fuel, food, textiles and raw material 
for manufacturing? 

What did these countries once produce? 

Where did they obtain their imports ? 

What countries will be able to meet the present demand for food 
and other necessities? 

A good problem in connection with this work may be based on 
the fact that Northern France is a country of chalk and limestone 
formation, and the effect of shot and shell upon it makes it absolutely 
non-productive until a new soil is formed. What effect will this have 
on the future supply and demand in France? In other countries? 
What can the people of France do for a living? What industries have 
been destroyed within the area covered by the battlefields? 

CONSERVATION AND ARITHMETIC 

Vitalization of Arithmetic — The arithmetic work also may be or- 
ganized largely about the conservation work, the project work of the 

* See Bibliography, page 113. 

34 



Boys' and Girls' Clubs, the Thrift and Liberty Loan campaigns, and 
the Red Cross work. The saving that must be done in connection 
with conservation, the measurement work connected with agricultural 
projects, and the cost of mobilizing and maintaining an army and 
its supplies, will furnish many vitalized problems. Suggestive ex- 
amples in this line will be found under Conservation and Hoover Prob- 
lems, page 96. The proper division of money earned, a program of 
giving and saving, interest reckoned on Liberty Bonds, War Savings 
Certificates, etc., vitally emphasize thrift work. 

CONSERVATION AND HYGIENE 

Effect of Conservation on Health — This same question of con- 
servation may be taken up in connection with the physiology and 
hygiene work. One of the most important questions in connection 
with it is : What will be the effect of conservation, according to Mr. 
Hoover's plan, on the health of the people? This should lead to an 
effective study of foods, their value and their preparation, the con- 
servation of children's health, and the health and sanitation that is 
necessary for the best individual and community life. At the same 
time, habits of health should be considered in connection with the 
Government's need for strong men, and cause the adoption of a sani- 
tation and health program that will make children stronger and more 
able to meet the demands of their future life. 

Personal Care of Children — While the children are in the school- 
room, the teacher should remember that she is the school mother 
and look after the details of their physical welfare. Their rub- 
bers or overshoes should be removed upon entering the room, and 
should be put on again before going out upon wet grounds, or in 
the snow. Proper toilet habits should be cultivated so children will 
not need to leave the room, but if they ask to leave the school house 
during the session, see that they put on their rubbers. When the chil- 
dren enter the schoolroom after playing in the snow, they should be 
thoroughly brushed, and if wet, seated where they will be warm and 
comfortable until their clothes are dry. Hot lunches will add greatly 
to the comfort and health of the children, and should be served in every 
rural school. Any injurious habits or tendency should be watched 
and discussed with parents or child as seems best. 

Exclusion of Sick Child — Each teacher should be very careful 
about the exclusion of children with communicable diseases. No child 
with sniffles, cold, or any indication of infectious or communicable 
disease should be allowed to stay in the schoolroom with the other 
children. However, pupils cannot be excluded from school for more 
than a few days for colds without a doctor's order, and should not 
re-enter the school while still suffering without the doctor's permit. 
The sooner we learn that catarrhal conditions are contagious and may 
be indicative of serious trouble, the better it will be for all children. 
For the sake of the child who is well, we should exclude the sick 
one. Instruction in regard to communicable disease will be found in 
the pamphlet on Communicable Diseases, published by the State Board 
of Health. 

A few points should be borne in mind in the practical teaching 
of hygiene. 

35 



HYGIENE FOR THE FIRST FIVE GRADES 

Use of Principles of Health — In the first five grades, many teach- 
ers, in the past, have instructed the children in anatomy, physiology, 
and about the principles of health. Very few have induced the child 
to put these principles into action. It must be remembered that there 
is a vast difference between these two courses. The problem the 
teacher must face is that of not only helping each child to secure 
the right kind of knowledge, but to see that this knowledge is put 
into action, and the action then crystallized into habit. 

Use of Concrete Information — In teaching younger children, one 
should use stories to illustrate the danger of carelessness about health 
and safety. The child must have concrete information, stated in the 
child's language and capable of being translated into action. He must 
be instructed in not merely what to do in order to be healthy, but in 
the daily performance of correct methods of procedure. To attempt 
the instruction of a child in the first to the fifth grades in the detailed 
physiological effects of stimulants and narcotics, the physiological uses 
of food, the gross structure of the body and the effect of the growth 
of different bacteria, would be extremely foolish. Health stories like 
"David and the Elves"* and "Sure Pop"* are very interesting to the 
children. Every lesson should be adapted to the pupil's power of com-, 
prehension by the use of concrete ideas connected with daily life. 
At this age of the child, evironment exerts its greatest influence. The' 
child becomes a part of all that surrounds him. He is greatly in-* 
fluenced by the personal habits of his teacher and the general con- 
dition of his surroundings. He finds expression in his life at home, 
the schoolroom, and among his school associates. 

Personal Inspection — One of the easiest and best methods to 
help children form good health habits is by personal inspection. This 
should never be embarrassing to pupils or parents. The inspection 
should be conducted in such a way that it will be regarded simply 
as a matter of personal pride. If each child passes personal inspec- 
tion every day during his eight grades of school work, health habits 
will become an inseparable part of his life. Children are not dirty 
from choice, but many have never been taught the pleasures of clean- 
liness. In all our dealings with the child, remember that we are 
forming habits, — not simply teaching lessons. 

UPPER GRADE HYGIENE 

Education Through Observation and Practice — In the upper grades 
the formal study of hygiene and physiology should be undertaken. It 
should proceed from the study of sanitation, however. Education 
in sanitation is vastly more important than anatomy or physiology. 
Attention should be focused upon health, rather than disease; upon 
how to keep well and strong and avoid infection through powers of 
resistance obtained by good daily habits. 

Pupils in school do not become interested in health through read- 
ing about it. They get what is actually worth while by observation, 
practice, and action. > The method of teaching should be a training 

* See Bibliography, page 114. 

36 



of the growing mind to gather useful facts for itself. Always work 
for the wholesome aspect of life. Remember that. knowledge, not ig- 
norance, leads to health and therefore to happiness. In these grades 
we have many sensitive children, so be careful not to bring out the 
morbid side. The child should be taught to recognize his duty to pro- 
tect others from infection, even as he wishes to be protected. 

Use of Bacteriology — In the practical instruction in bacteriology, 
no teacher should be discouraged by lack of any special training or 
teaching skill. Conn's "Bacteria, Yeasts and Molds," states the work 
very simply, and all the teacher needs to do is to carry out the direc- 
tions given. This is an old book, but an extremely useful one. The 
knowledge obtained should be applied to : 

First — Keeping power of various foods. 

Second — Air in different rooms. 

Third — Spread of contagion through a schoolroom, especially 
colds or skin trouble. 

Fourth — Necessary cleanliness of hands; value of general clean- 
liness, pure air, sunshine, clean food, pure water and milk. 

Fifth — Protection of food from disease carriers. 

Each teacher should see that a sanitary survey of the school and 
home is made, according to the outlines on pages 45 to 48, studying 
such pamphlets and books as will aid the children in correcting unsani- 
tary conditions. The bibliography on page 115 will help greatly in this 
work. 

Treat the children as embryo citizens. If their intelligent interest 
in personal and community health and hygiene can be successfully 
stimulated, it will mean more for the future of public health in this 
country than any other one thing. 

Active Work— -In these upper grades the girls should begin the 
work of the Little Mothers' League and the Girls' Health League. 
The boys should begin the work of the Boy Scouts or the Pioneers. 

In connection with the Red Cross the children should study "First 
Aid to the Injured"* and be ready to pass examination upon the facts 
stated in the Red Cross "First Aid Book" ;* which may be purchased 
for 35 cents. Instructions in "Safety First" should be given. 

There are many good books listed in the bibliography following 
Health Work, which will be of great assistance. Every teacher should 
read Terman's, "The Teacher's Health," and his "Hygiene of the 
Child." She should also be thoroughly familiar with Miss Bancroft's 
"Posture of the Child." 

CONSERVATION OF HEALTH THROUGH PLAY 

Need of Play — Play is the natural method of training of young 
animals, and when all their time is directed to work, they lose their 
happiness, their elasticity, and an ability to meet and conquer life. 
Consequently, every teacher should train children to consider play as 

* See Bibliography, page 116. 

37 



a necessity, and yet see that the play relaxes over-used muscles and 
strengthens those that are undeveloped. 

In teaching these games the teacher should consider the muscles 
to be developed, the habits of team work to be established, and the 
pleasure to be given the child. Beware of games that make much 
use of over-developed muscles. 

Team Work — The team work that can be established through 
play can never be fully estimated, and on the playground the elements 
of good citizenship, fair dealing and truthfulness can be taught and 
honorable habits established as in no other place. If all play were 
supervised and well directed, fully one- fourth of our present school 
time could be given to it with great profit. 

Corrective exercises are given on pages 160 to 162. To obtain the 
best results they should be given in five-minute periods, four times a 
day. 

Posture Supervision — Teachers should study their pupils, their 
habits of standing, their posture in their seats, and continually en- 
deavor through exercise, play and hourly supervision, to correct all 
the defects of the body. A word now and then to the child who is 
busy will help him overcome habits that otherwise would develop 
into serious troubles. 

Children do not know how to play; consequently, they stand 
around at recess when the weather permits and are loath to go out of 
doors when it is cold. Every teacher should have many games at 
hand in order to appeal to the children in their varying ages. She 
should be thoroughly familiar with Miss Bancroft's book of Games 
and Plays, and others in the bibliography on Physical Training.* Miss 
Bancroft's book should be in every library. 

LANGUAGE AND PROGRAMS 

Language may be based largely upon patriotic literature and war 
activities. Letters requesting pamphlets for use in league work are 
most effective in teaching letter writing, as there are real occasions 
for the letters. The discussion and reproduction in class of the facts 
gained through silent reading gives an excellent chance for a good oral 
and written language work as outlined in the Course of Study. The 
enlarging of the vocabulary, the discussion of the writer's meaning 
and the effort to reproduce and enlarge some phase of the thought 
for the class stimulates clear thinking and concise expression. 

A discussion that connects the school and the world's activities, 
based largely on the child's own personal expereinces, brings the best 
results. For instance, let the pupil who made war bread talk or write 
upon that subject, and the boy who saved Thrift Stamps tell, "How I 
saved for Thrift Stamps." Make the child's personal experiences of 
literary value to him, as a child's mental growth depends largely on 
his growth in expression. No better language work can be found than 
the conducting of business meetings, putting motions in good form, etc. 
It is this practical oral language that prepares children for real life. 



* See Bibliography, page 116. 

38 



Let older grades or committees plan entertainments, write short 
dialogues, plan tableaux. From all this work good programs may be 
given without much outside preparation. A program should be given 
once a month and the public invited. Through the information given 
by the children at these entertainments, the community can be made 
aware of our present necessities and the part the United States must 
play in the present world drama. As a result of these programs, the 
community can be led into enthusiastic response to the needs of the 
present situation. 

No teacher should forget that she is a lieutenant in charge of 
her community and school. Their response as soldiers will be in 
direct ratio to her enthusiasm, her knowledge, and her co-operation 
with the United States Government. A failure on her part will mean 
a weakness in the rear guard that may bring fatal results to the front 
line. 

Teacher's Responsibility — The responsibility is great, but the pres- 
ent and future welfare of the nation hinges upon the teacher's action. 
It must be remembered that great and terrible reckonings are coming 
very swiftly in these days, and none can afford to feel that a stone is 
left unturned for our present and future safety. The future depends 
on the present and: 

"The present is all thou hast for thy sure possessing ; 

Like the patriarch's angel, hold it fast till it gives its blessing." 



"What now you do you know not, 

But shall hereafter know; 

When the seeds that you are sowing, 

To a ripened field shall grow. 

'Tis a rich young soil you're tilling, 

So scatter the good «eeds well, 

For the wealth of a golden harvest 

Eternity shall tell." 



39 



Health Facts and Survey Outlines 

There are some facts in regard to the health of the nation to 
which the teacher's attention should be called. The results of the 
medical examination of the enlisted and drafted soldiers during the 
past year shows that 95 per cent of those refused were rejected be- 
cause they had not acquired habits that maintained health, or else they 
did not know the simplest laws pertaining to it. At the same time, 
the State University reported that between 75 per cent and 85 per cent 
of the students applying for admission had physical defects — fully 75 
per cent having postural curvature, and 40 per cent having hearts that 
are weak as a result of lack of proper exercise. 

SURVEY REPORTS 

State Reports on Health- — In the State of Minnesota during the 
year 1916-17 there were 8,716 rural school children examined. Over 
one-half of these had defective teeth; one-fifth had eye trouble; three- 
tenths throat trouble; three-tenths nose trouble; and 80 per cent were 
defective in one or more respects. 

Table 

No. Ex- No. De- 
County— amine d fective Eyes Ears Nose Throat Teeth 

Scott 282 190 45 9 30 115 157 

McLeod 740 390 47 16 86 184 233 

St. Louis 1805 1682 229 60 266 461 1400 

Renville 5000 4095 1397 720 2284 1705 2361 

Ramsey 889 595 38 4 36 111 378 

TOTAL 8716 6952 1756 808 2702 2576 4529 

If you will study the preceding table, you will .discover a con- 
dition of facts that is truly alarming. The report of Renville County 
shows the condition of children where the parents are well to do and 
where there is practically no poverty. St. Louis County furnishes a 
report of children living under primitive conditions, whose parents 
are largely foreign born. In Ramsey County, under the shadow of a 
great city with three clinics, it was found that out of 889 children 
examined 111 had serious tonsil trouble; 36 had adenoids; 38 de- 
fective sight; and 378, or over three-fifths, had decidedly defective 
teeth. 

In one place it was found that many children in the school com- 
plained of sore throat. Cultures proved this to be diphtheria. The 
building was properly renovated and fumigated and with direct follow- 
up work, further ill results were avoided. Two children were found 
ill with smallpox. Prompt vaccination saved the rest. Several epi- 
demics of mumps were also controlled. 

It has been ascertained through the Department of Health that 
the majority of teachers allow children suffering from colds or sore 
throats to remain in school because the parents send them, regardless 
of the fact that they are not well. 

40 



If the country is to be saved from epidemic after epidemic it will 
be necessary for the teachers to see that all children with colds, sore 
throats, skin and other infectious diseases are excluded from school 
until they can attend with perfect safety to others. 

Physical Conditions — The physical conditions surrounding many 
children were also investigated. The majority slept in closed rooms, 
drank much tea and coffee, and took no care of their teeth. They 
attended school in poorly lighted rooms that were cleaned only twice 
a year. Good w r ater, so necessary to good health, was not to be found 
at the schools. Of twenty-nine wells which supplied water to 
schools, all but one failed to furnish a satisfactory analysis, while six- 
teen of them showed very evident indications of contamination from 
surface drainage and other causes. Not only that, but the water was 
carried from the well to the school in the ordinary, uncovered tin or 
galvanized pail that had stood in the dirt and dust from the previous 
day. The closed drinking fountains had kept out the dust, but when 
they were inspected, twenty out of twenty-nine were found to be dirty. 
The water taken from the tanks and analyzed, was even more polluted 
than that from the w T ell because of the contamination from dirty 
pails, dirty containers, and the fine opportunity that several days of 
high temperature gave to the development and growth of micro-or- 
ganisms. The contamination of the water in the wells could easily 
be accounted for, since the toilets were found to be of the pit and 
surface type, the drainage of the grounds very poor, and the excreta 
in no instance being properly cared for. 

None of the out-buildings were screened; all were far from fly- 
proof; seats were uncovered and doors had no automatic closing de- 
vice. The light in all was poor and the majority wxre not provided 
with paper. Moreover, washing facilities in schoolrooms were very 
poor, and the child went from toilet to dinner pail without washing 
the hands. 

In only a few of the schools were adjustable seats found. In 
many cases the seats were as well arranged for the comfort of the 
pupils as possible, but many large children were in small seats, and 
many little children sat with swinging feet. In no case were exercises 
given to obviate the result of this poor seating. 

Attention of the school boards should be called to the following: 

RULES RELATING TO SCHOOL BUILDINGS 

"All sites shall be dry and afford ample and suitable playgrounds. 
No part of the school site should be within 500 feet of steam railroads 
or manufacturing plants (which are the source of noise and smoke), 
swampy places, livery stables, barns or other places which may be the 
source of unhealthful conditions. In rural districts the site should 
contain not less than two acres. No elementary school should be built 
upon a plot of ground that affords less than 50 feet of playground 
per pupil. 

Plans — All plans of new buildings must be submitted to the Com- 
missioner of School Buildings, Department of Education. 

41 



A rural school building must provide a room to be used as a 
library. It must have at least one coat room, provided with satis- 
factory heating and ventilation. Coat rooms shall adjoin the school- 
rooms, and must be at least 5 feet wide. They must have at least 
one outside window with a net glass area of 1 square foot to every 
10 square feet of floor area. All coat rooms separated from school- 
rooms must be equipped with heating and vent ducts, in the same 
manner and according to the same rules as schoolrooms. 

Blackboards — Each schoolroom must have at least 100 feet of 
substantial blackboard, preferably slate. The height of the blackboard 
from the floor shall be, for primary grades, not more than twenty- four 
inches ; for intermediate grades, twenty-six to twenty-eight inches ; for 
normal grades, not more than thirty inches. The width of the black- 
board shall not be less than forty-two inches. 

Floor Space, Light, Seats, etc. — Each room must have a twelve- 
foot ceiling and eighteen square feet of floor space for each pupil. 
The windows shall be on one side of the room, preferably east or west, 
and the light shall be admitted to the left of the seated pupil. The 
glass area of the windows in the schoolroom shall equal one-fifth of 
the floor area in the room. Seats should be placed with approximately 
the following distances between them: 

No. 6, 9 inches No. 3, 12 inches 

No. 5, 10 inches No. 2, 13 inches 

No. 4, 11 inches No. 1, 14 inches 

All heating plants must be of sufficient capacity to maintain a 
uniform temperature of sixty-eight to seventy degrees in all school- 
rooms, and sixty degrees in all corridors and coat rooms. Outside 
wraps must not hang in the room where children are working. 

Provision must be made for a supply of water available and free 
from contamination, without the use of the common drinking cup. 

All schools should be provided with indoor toilets but, if not, 
the school must be provided with two widely separate outhouses, near 
the rear of the school grounds. They should be concealed by lattice 
work or shrubbery." 

Suggestions for School Boards — The School Board should be re- 
minded that a large proportion of the cases of eye trouble are a direct 
result of the poor lighting of the average schoolroom. 

All school buildings should be tested during the winter, to make 
sure that they meet the requirements in regard to heat. The difference 
in temperature between the floor and the air five feet above, should 
be noticed, and if the floors are not warm the Board should take 
measures to correct the difficulty at once. No teacher or child should 
be allowed to work in a schoolroom where the difference in temper- 
ature between the floor and the air, five feet above, is over five de- 
grees. 

School Boards should be informed of the fact that the throat and 
nose troubles, so prevalent, according to reports, are largely the result 
of dust, dry air, and unsanitary conditions in the schoolrooms. Every 
building should be scrubbed at least twice a month. Sweeping should 
be done with a brush and sweeping compound, and the Board should 
furnish this material for the teacher or the janitor. Bookkcases should 

42 



be kept closed so that the dust cannot enter them, and good, tight, dust- 
proof cupboards or drawers should be furnished for the seat work. 

Grounds should be well drained, and play apparatus installed as 
rapidly as possible, so that the children may have the proper amount 
of exercise to develop the muscles not employed in work done at 
home. Outbuildings should be so constructed that they may easily be 
moved, and yet be air-tight, fly-proof, well lighted and well ventilated. 
The pamphlet on the "Sanitary Privy" that is noted in the bibliography 
will be of great use to school boards and teachers. 

In order that communicable diseases may not spread, it is re- 
quired that every school be provided with a good drinking fountain. 
If this is not provided, obtain the poster, "Public Drinking Cup," 
from the Minnesota Public Health Association, and put up over water 
pail. Then have the children fold their own cups from heavy brown 
paper. See that every school is furnished with individual paper towels, 
and liquid soap. Be sure that every school has a wash-dish and other 
necessities for proper cleansing. 

Regulation of State Board of Health — A regulation of the State 
Board of Health provides that persons having communicable diseases, 
including grippe, tonsilitis, mumps, inflammation of the eye-lids, im- 
petigo, itch, ring-worm, vermin, etc., shall be excluded from school 
until the health officer concerned gives his permission for their attend- 
ance. 

Teachers should report cases of communicable disease and the 
other affections indicated above, to a local health officer of the dis- 
trict. In some cases teachers fear to do this on account of the oppo- 
sition of influential citizens. In these cases the teachers are invited 
to make their reports directly to the Executive Officer of the State 
•Board of Health, Saint Paul, Minnesota, with the assurance that the 
source of such information will be treated as confidential by said 
Board and that necessary action will be taken upon the initiative of 
the State Board of Health. 

In Dr. Terman's book on "The Teacher's Health," the statement 
is made that a larger percentage of teachers have pulmonary and tu- 
bercular trouble than those employed in any other occupation. Stone 
cutting, which has always been considered the most dangerous occu- 
pation, furnished a smaller death rate in these lines than the oc- 
cupation of teaching. If teachers are thus afflicted, what about the 
children who work in the rooms with them? 



Mary had a little cold ; 

It started in her head; 
And everywhere that Mary went 

That cold was sure to spread. 

» 
It followed her to school one day ; 

Twas not against the rule. 
It made the children cough and sneeze 

To have that cold in school. 

43 



The teacher tried to drive it out, 

She tried hard, but — kachoo ! 
It didn't do a bit of good, 

The teacher caught it too ! 

SAFETY FIRST 

In order to instruct others, we must first recognize the value of 
the lesson to be taught. All teachers, by reading the daily papers, by 
noting the recommendations of transportation companies, and by facts 
gleaned by personal observation, will form an idea of the unnecessary 
waste of life, limb and property, taking place every hour. 

If the teachers will request it, life insurance and transportation 
companies will send them the very best of facts and statistics in 
regard to this work. It will be an excellent thing for children to make 
a study of these, so that they may realize the absolute need of caution. 

Caution should not be confounded with fear, and the exercise of 
caution, the habit of consideration of "Safety First," need in no man- 
ner interfere with work or recreation. All play, all work, and all travel 
can be made much safer by the constant "Safety First" thought; and 
the constant mental question should be : Is the pleasure, gain, or time 
saved, to be compared with the risk to be taken? 

The actual application by the instructor of the following, must 
be adapted to the age and capacity of the child taught; but no child 
is too young to learn caution, and no adult too old to practice it. 
Consequently, begin this work with the youngest. It can not have 
too much repetition, and the teacher should train the children daily in 
these precautions, so as to form habits for life. 

Following are stated some of the principal precautions to be 
observed. 

HOME 

1. Never permit a stove to be put up without a metal protec- 
tion being placed on the floor, under the stove. 

2. Never allow a stove pipe to come in contact with a partition. 

3. Never kindle fires with kerosene. 

4. Never put hot ashes and coals in wooden barrels or boxes, 

5. Never hang clothes in front of open fires or stoves. 

6. Never fill lamps, gasoline or kerosene stoves, when lighted. 

7. Never leave lamp with light turned down, or leave light 
burning when you leave the house. 

8. Never allow lace curtains to be near a gas bracket or lamp. 

9. Never play with matches. 

10. Never use gasoline for cleaning in a room where there is 
a fire. Never light a match in a room while using gasoline. 

11. Never keep matches lying about carelessly. Use "Safety" 
matches. 

12. Never go into a closet looking for clothes or anything, with 
lighted match or candle. 

13. Never use cotton or any flimsy material, either in store win- 
dows or on a Christmas tree. 

44 



14. Never start a bon-fire near a building, or burn rubbish or 
leaves on a windy day. 

15. Never allow waste paper, excelsior, rubbish, oily or greasy 
rags to collect. 

16. Never fail to investigate anything that looks like fire or 
smoke. 

IN PLAY 

17. Never play tag, ball or any game in the streets where wagons, 
cars and automobiles must run. Keep on with your play, but stay in 
the yard, the playground or vacant lot. 

18. Never run across the streets in front of wagons or auto- 
mobiles, and never run in front of teams hitched to reapers, mowers 
or binders. 

19. Never steal a ride on wagons, automobiles, street cars or 
freight trains. 

20. Never walk on a railroad, trolley track or right-of-way. 

21. Keep away from moving trains. 

An ounce of prevention is worth a pound of cure and saves the 
loss of life, limb and money. 

Children should study the need of school and home, and teachers 
and pupils both should follow an outline of study whereby they con- 
nect existing conditions with model conditions, and actually perform 
everything possible to correct those conditions that are found to be 
undesirable. 

Following are given some suggestive outlines for such study: 



SUGGESTIVE OUTLINES FOR STUDY 

School Sanitation 

GENERAL CONDITIONS 

(1) Draw a map of the yard. Locate the well, school building, 
toilets. Indicate the drainage. 

(2) Describe the tubing, box covering, and pump in well. 

(3) Describe the toilets and conditions of the vaults. 

(4) Describe the condition of the building itself ; seats, doors, light. 

(5) What should be done for improvement? 

(6) How often are the outbuildings cleaned? 

(7) Is there any opportunity for drainage from the vaults to con- 
taminate the well water ? 

Study. "The Sanitary Privy"; "Ramsey County Schools"; 
"Farm Water Supply." 

(8) Describe the screening of buildings. 
Study: "Flies and their Control." 

PLAY GROUNDS 

(1) Describe the surface of the ground. Are there places where the 
water stands? What can be done to improve this condition? 

(2) What play apparatus is needed? How much would it cost to 

45 



put the grounds in good shape, with the apparatus necessary? 
Study : "Practical Conduct of Play" ; "Play Apparatus" in Bul- 
letin 42, Department of Education. 

EXTERIOR AND INTERIOR CONDITIONS OF BUILDINGS 

I. Building Proper 

(1) Describe condition and color of walls. 

(2) Estimate amount of light and floor space. 

(3) Does the building meet the requirements as stated in "Health 
Facts," page 42? 

II. Floor 

(1) Of what kind of wood is the floor made? 

(2) How often is it scrubbed? 

(3) What is used to sweep with? 

(4) What kind of sweeping compound is used? 

(5) Does the room smell sweet and clean? 

(6) How often are the rooms dusted? 

(7) How are the crayon, erasers and chalk troughs cared for? 

(8) Describe the manner of protecting books and seat work from 
dust. 

General — What can be done to improve walls, floor, and gen- 
eral cleanliness? 

777. Lighting 

(1) How many windows are there? 

(2) How are they placed ? 

(3) How often are they washed? 

(4) From what direction does the light fall? 

(5) W 7 hat is the color of the shades and ceiling? 

(6) Can shades be regulated in such a way as to keep the sunlight 
off the desks? 

(7) How does the light strike the blackboard? 

(8) Is there any squinting or moving in order to see the blackboard? 
If so, what is the cause? The remedy? 

(9) Can all the children pass the Test of Vision? (Get vision charts 
from the State Board of Health.) 

IV. Seating 

(1) How far apart are the desks? 

(2) What is the proper distance between them? (See page 42.) 

(3) Do the seats fit the pupils? 

(4) Are any of the seats adjustable? 

(5) What can be done in order to keep the feet of the children from 
swinging ? 

(6) What is the effect of unsupported feet upon the child? 

(7) What have you done in your schoolroom to help this condition? 

V . Water and Washing Facilities 

(1) How far is the school from the drinking water? 

(2) Where is the well located in reference to barns and outbuildings? 

46 



(3) How is the water conveyed to the school? 

(4) What is the daily condition of the pails and containers? How 
often are they washed? 

(5) Is there a fountain? Describe the play of the stream. 

(6) How often is the fountain cleaned? 

(7) Are there wash-dishes and soap? 

(8) Do you use a common towel, individual towels, or paper towels? 
What could be done to improve the water and washing facilities ? 

VI. Ventilating and Heating 

(1) Describe the different methods of ventilating and heating. 

(2) What kind of ventilating system is installed in your school? 

(3) Who takes charge of the fire? 

(4) How should it be kept in order to furnish good heat? 

(5) Describe the manner in which the drafts of the stove, both in- 
take and outlet, are handled in order to obtain good service. 

(6) Is there a thermometer in the room? What should the tem- 
perature be ? What is it now ? 

(7) Is the air moistened? Why should it be? What is the condition 
of the humidifier? 

(8) Are the rooms well aired at recess, during calesthenic exercises, 
and at noon? What methods are used to allow the ventilation 
of a room without drafts? 

It would also be well to write to the heating company that sup- 
plied your stove and ask them for their card on rules and regulations 
(if there is none in the school). 

General — What could be done to improve the heating and ven- 
tilating of the schoolroom? 

VII. Posture 

(1) What is the "Triple Test for Posture"? Can all the children 
in the school pass it? Obtain and post charts of Posture League. 

(2) What is the position of each grade in writing, studying, standing 
and walking? 

In making the above survey it is well to study the following: 
"Minimum Health Requirements" 

"Health Essentials in Rural Schools." 

"The Schools of Ramsey County." 

"Child Welfare in Rural Schools." 

"Sanitation of Rural Schools." 

"The Sanitary Privy." 

"Flies and Their Control." 

"Posture and Type of Breathing Exercises." 

The Charts of the American Posture League, New York City. 

The Rural School Plant— S. A. Challman. 

Home and Farm Sanitation 

(1) Draw a picture showing the house, barn, granaries, fields, out- 
buildings, wells, etc. 

(2) State the drainage of the lot; the general position of each build- 
ing in relation to the others ; convenience of the same. 

(3) General sanitary condition of the yard. 

47 



HOUSE 

(1) General exposure to sunshine. Arrangement of pumps. Light. 
Heat. Ventilation. Water Supply. 

BASEMENT 

(1) Light. Cleanliness. Care of vegetables'. Care of milk. 

KITCHEN 

(1) What type of stove is used? 

(2) Convenience of sink, drain, cupboard and stove to each other. 

(3) Is house piped for water? If not, how could it be done? If 
piped for drainage, how often, and how, are pipes cleansed? 

(4) What protection is given to food that is being prepared? 

(5) Are the windows screened? What is done with the garbage? 

(6) What is the general plan of caring for food? 

SLEEPING ROOMS 

(1) The windows should be opened, both summer and winter. Is 
this done? 

(2) Study the construction of the beds and see what could be done 
to make them more comfortable. What is the character of 
clothes for weight and warmth? How often are the beds 
changed? How many beds are there to a sleeping room? How 
many people in each bed? 

(3) How often are they aired, and how long are they aired each 
time? How many windows can be opened to admit outside air 
in winter time? Location of windows? Does the sun shine in 
the room during the day ? 

In connection with the above, study the following pamphlets and 
state plainly what could be done to better conditions. 

"Minimum Health Requirements." 

"Barnyard Sanitation." 

"Equipment for Running Water." 

"Lighting of Farm Buildings." 

"Model Farm House." 

"Shower Baths for Country Homes." 

Bulletin 63, "Care of Milk on the Farm." 

Bulletin 413 "Care of Milk and its Use in the Home." 

"Care of Food." 

Bulletin 607 "The Farm Kitchen as a Work Shop." 

Bulletin 270, "Modern Conveniences of the Home." 

"Selection of Household Equipment." 

"Disposal of Garbage." 
Bulletin 43, "Flies and Their Control." 
Bulletin 679, "House Flies." 



48 



The Spirit of Democracy 
The Good Citizen Says: - 

I am a citizen of America and an heir to all her greatness and 
renown. The health and happiness of my own body depend upon each 
muscle and nerve and drop of blood doing its work in its place. 

So the health and happiness of my country depend upon each 
citizen doing his work in his place. 

I will not fill any post or pursue any business where I can live upon 
my fellow-citizens without doing them useful service in return; for 
I plainly see that this must bring suffering and want to some of them. 
I will no nothing to desecrate the soil of America, or pollute her air, 
or degrade her children, my brothers and sisters. 

I will try to make her cities beautiful, and her citizens healthy 
and happy, so that she may be a desired home for myself now, and 
for her children in days to come. 

— The Free Public Library of Newark, New Jersey, 1914. 

Notice of Copyright 

All rights on the selections published in this portion of the volume are re- 
served by the holders of the copyright. The publishers or others named in the 
following list are the proprietors, either in their own right or as agents of the 
authors, of the poems or selections of which the authorship and titles are given. 
Their kind permission to use the material in this volume is hereby acknowl- 
edged. 

From Historic Poems and Ballads, edited by Rupert S. Holland and published 
by Geo. W. Jacobs Co., Philadelphia, (Poems and Notes) : Landing of 
the Pilgrim Fathers, Felicia Dorothea Hemans ; Paul Revere's Ride, Henry 
W. Longfellow; Concord Hymn, Ralph Waldo Emerson; Ticonderoga, V. 
B. Wilson; Old Ironsides, Oliver Wendell Holmes. 

From Poems of American History, edited by Burton Egbert Stevenson, and 
published by Houghton, Mifflin & Co., Boston : Warren's Address to the 
American Soldiers, John Pierpont; Our Country's Call, William Cullen 
Bryant. 

From the History and Significance of the American Flag, published by E. K. 
Ide, Boston; Duty to Our Flag, Daniel Webster. 

From Poetry of the People, edited by Charles Mills Gayley and Martin C. 
Flaherty, published by Ginn & Co., Boston : God Bless our Native Land, C. 
T. Wright and J. S. D wight. 

From a Patriotic Primer, edited by Wallace Foster, published bv W. D. Pratt, 
Indianapolis, Ind. (Poems and Notes) : The American Flag, Joseph Rod- 
man Drake; America, Samuel Francis Smith; The Star Spangled Banner, 
Francis Scott Key; Columbia, the Gem of the Ocean, Thomas A. Becket; 
The Battle Hyman of the Republic, Julia Ward Howe. 

From American Patriotic Prose, edited by Augustus White Long, published by 
D. C. Heath, Boston : True Americanism, by Henry Van Dyke. 

49 



PROSE 
True Americanism 

True Americanism, is this : 

To believe that the inalienable rights of man to life, liberty, and 
the pursuit of happiness are given by God. 

To believe that any form of power that tramples on these rights 
is unjust. 

To believe that taxation without representation is tyranny, that 
government must rest upon the consent of the governed, and that the 
people should choose their own rulers. 

To believe that freedom must be safeguarded by law and order, 
and that the end of freedom is fair play for all. 

To believe not in a forced equality of conditions and estates,, but 
in a true equalization of burdens, privileges and opportunities. 

To believe that the selfish interests of persons, classes, and corpor- 
ations must be subordinated to the welfare of the Commonwealth. 

To believe that union is as much a human necessity as liberty is 
a divine gift. 

To believe, not that all people are good, but that the way to make 
them better is to trust the whole people. 

To believe that a free State should offer an asylum to the op- 
pressed and an example of virtue, sobriety, and fair dealing to all 
nations. 

Te believe that for the existence and perpetuity of such a State 
a man should be willing to give his whole service in property, in labor, 
and in life. 

That is Americanism; an ideal embodying itself in a people; a 
creed heated white-hot in the furnace of conviction and hammered 
into shape on the anvil erf life ; a vision commanding men to follow it 
withersoever it may lead them. And it was the subordination of the 
personal self to that ideal, that creed, that vision, which gave eminence 
and glory to Washington and the men who stood with him. 

Men tell us that the age of ideals is past, and that we are now 
come to the age of expediency, of polite indifference to moral stan- 
dards, of careful attention to the bearing of different policies upon 
our own personal interests. It is past, indeed, for those who proclaim 
or whisper, or in their hearts believe, or in their lives obey, this black 
gospel — but not for us who claim our heritage in blood and spirit from 
Washington and the men who stood with him — not for us of other 
tribes and kindred who 

"have found a fatherland upon this shore" 
and learned the meaning of manhood beneath the shelter of liberty — 
not for us, nor for our country, that dark apostasy, and that dismal 
outlook! We see the heroes of the present conflict, the men whose 
allegiance is not to sections, but to the whole people, the fearless 
champions of fair play. We believe that the liberties which the heroes 
of old won with blood and sacrifice are ours to keep with labor and 
service, 

50 



"All that our fathers wrought, 
With true prophetic thought, 
Must be defended." 

No privilege that encroaches upon those is to be endured. No 
lawless disorder that imperils them is to be sanctioned. No class that 
disregards or invades them is to be tolerated. There is a life that is 
worth living now, as it was worth living in former days, and that is 
the honest life. There is a battle that is worth fighting now, as it was 
worth fighting then, and that is the battle of the rights of the people. 
To make our city and our State free in fact as in name; to break the 
rings that strangle real liberty, and to keep them broken; to cleanse, 
so far as in our power lies, the fountain of our national life from 
political, commercial, and social corruptions; to teach our sons and 
daughter's, by precept and example, the honor of serving such a coun- 
try as America — that is work worthy of the finest manhood and 
womanhood. 

The Efficiency of Free Governments 

The United States owe to the world a great example, and, by 
means thereof, to the cause of liberty and humanity a generous support. 
They have so far succeeded to the satisfaction of the virtuous and 
enlightened of every country. There is no reason to doubt that their 
whole movement will be regulated by a sacred regard to principle, all 
our institutions being founded on that basis. The ability to support 
our own cause under any trial to which it may be exposed is the 
great point on which the public solicitude rests. It has been often 
charged against free governments that they have neither the foresight 
nor the virtue to provide at the proper season for great emergencies; 
that their course is improvident and expensive; that war will always 
find them unprepared; and, whatever may be its calamities, that its 
terrible warnings will be disregarded! and forgotten as soon as peace 
returns. I have full confidence that this charge so far as it relates 
to the United States will be shown to be utterly destitute of truth. 

James Monroe. 
Gettysburg Address 

Fourscore and seven years ago our fathers brought forth on 
this continent a new nation, conceived in liberty and dedicated to the 
proposition that all men are created equal. 

Now we are engaged in a great civil war, testing whether that 
nation, or any nation so conceived and so dedicated, can long endure. 
We are met on a great battlefield of that war. We have come to 
dedicate a portion of that field as a final resting place for those who 
here gave their lives that that nation might live. It is altogether fitting 
and proper that we should do this. 

But, in a larger sense, we can not dedicate — we can not consecrate 
— we can not hallow — this ground. The brave men, living and dead, 
who struggled here, have consecrated it far above our poor power 
to add or detract. The world will little note nor long remember what 
we say here, but it can never forget what they did here. It is for 
us, the living, rather, to be dedicated here to the unfinished work 
which they who fought here have thus far so nobly advanced. It is 
rather for us to be here dedicated to the great task remaining before 

51 



us — that from these honored dead we take increased devotion to that 
cause for which they gave the last full measure of devotion — that we 
here highly resolve that these dead shall not have died in vain — that 
this nation, under God, shall have a new birth of freedom — and 
that government of the people, by the people, for the people, shall not 
perish from the earth. 

Abraham Lincoln. 

With Malice Toward None 

With malice toward none, with charity for all, with firmness in 
the right, as God gives us to see the right, let us strive on to finish 
the work we are in ; to bind up the nation's wounds ; to care for him 
who shall have borne the battle, and for his widow, and his orphan — 
to do all which may achieve and cherish a just and lasting peace among 
ourselves, and with all nations. 

Abraham Lincoln. 

Stand by the President 

Let me say a word about our great President, for he is entitled 
at every step to the applause and support of every American citizen, 
man, woman, and child, and I believe he has it. 

Some of us in the past have criticized the President. Some of us 
long hesitated and doubted ; some of us thought that watchful waiting 
would never cease. But now we see what the President was waiting 
for and how wisely he waited. He was waiting to see how fast and 
how far the American people would keep pace with him and stand 
up to any action that he proposed. 

From the day the President appeared before Congress and made 
that wonderful address of his — one of the greatest state papers in the 
affairs of the United States since the formation of the Government — 
from that moment all doubt, all hesitation, all unwillingness was 
banished from the minds of all the people, and he is now our chosen 
leader for this great contest. 

By no possibility can we have any other or think of any other. 
And we must uphold him through thick and thin from now until the 
end of the war. 

Joseph Choate. 

America First 

There is a very great thrill to be had from the memories of the 
American Revolution, but the American Revolution was a beginning, 
not a consummation, and the duty laid upon us by that beginning is the 
duty of bringing the things then begun to a noble triumph of com- 
pletion. For it seems to me that the peculiarity of patriotism in 
America is that it is not a mere sentiment. It is an active principle of 
conduct. It is something that was born into the world, not to please it, 
but to regenerate it. It is something that was born into the world to 
replace systems that had preceded it and to bring men out upon a new 
plane of privilege. The glory of the men whose memories you honor 
and perpetuate is that they saw this vision, and it was a vision of the 
future. It was a vision of great. days to come when a little handful of 

52 



three million people upon the borders of a single sea should have be- 
come a great multitude of free men and women spreading across a 
great continent, dominating the shores of two oceans, and sending 
West as well as East the influences of individual freedom. These 
things were consciously in their minds as they framed the great gov- 
ernment which was born out of the American Revolution; and every 
time we gather to perpetuate their memories it is incumbent upon us 
that we should be worthy of recalling them and that we should en- 
deavor by every means in our power to emulate their example. 

The American Revolution was the birth of a nation; it was the 
creation of a great free republic based upon traditions of personal lib- 
erty which theretofore had been confined to a single little island, but 
which it was purposed should spread to all mankind. And the singular 
fascination of American history is that it has been a process of con- 
stant re-creation, of making over again in each generation the thing 
which was conceived at first. You know how peculiarly necessary that 
fras been in our case, because America has not grown by the mere 
multiplication of the original stock. It is easy to preserve tradition 
with continuity of blood ; it is easy in a single family to remember the 
origins of the race and the purposes of its organization; but it is not 
so easy when that race is constantly being renewed and augmented 
from other sources, from stocks that did not carry or originate the 
same principles. 

• Now we have come to a time of special stress and test. There never 
was a time when we needed more clearly to conserve the principles of 
our own patriotism than this present time. . . . Every political 
action, every social action, should have for its object in America at 
this time to challenge the spirit of America; to ask that every man 
and woman who thinks first of America should rally to the standards 
of our life. 

America has a great cause which is not confined to the American 
continent. It is the cause of humanity itself. I do not mean in any- 
thing that I say even to imply a judgment upon any nation or upon 
any policy, for my object here this afternoon is not to sit in judgment 
upon anybody but ourselves and to challenge you to assist all of us 
who are trying to make America more than ever conscious of her own 
principles and her own duty. I look forward to the necessity in every 
political agitation in the years which are immediately at hand of call- 
ing upon every man to declare himself, where he stands. Is it Amer- 
ica first, or is it not? 

J|C JJS 5fc 5JS >fc 

Some of the best stuff of America has come out of foreign lands, 
and some of the best stuff in America is in the men who are natural- 
ized citizens of the United States. I would not be afraid upon the test 
of "America first" to take a census of all the foreign-born citizens of 
the United States, ibr I know that the vast majority of them came here 
because they believed in America ; and their belief in America has 
made them better ctizens than some people who were born in Amer- 
ica. ... I am not deceived as to the balance of opinion among 
the foreign-born citizens of the United States, but I am in a hurry for 

53 



an opportunity to have a line-up and let the men who are thinking 
first of other countries stand on one side and all those that are for 
America first, last, and all the time on the other side. 

So it has seemed to me that my privilege was not merely a privi- 
lege of courtesy, but the real privilege of reminding you — for I am 
sure I am doing nothing more — of the great principles which we stand 
associated to promote. I for my part rejoice that we belong to a 
country in which the whole business of government is so difficult. We 
do not take orders from anybody; it is a universal communication of 
conviction, the most subtle, delicate, and difficult of processes. There 
is not a single individual's opinion that is not of some consequence in 
making up the grand total, and to be in this great cooperative effort is 
the most stimulating thing in the world. A man standing alone may 
well misdoubt his own judgment. He may mistrust his own intel- 
lectual processes ; he may even wonder if his own heart leads him right 
in matters of public conduct; but if he finds his heart part of the great 
throb of a national life, there can be no doubt about it. If that is his 
happy circumstance, then he may know that he is part of one of the 
great forces of the world. 

I would not feel any exhilaration in belonging to America if I 
did not feel that she was something more than a rich and powerful 
nation. I should not feel proud to be, in some respects and for a little 
while, her spokesman, if I did not believe that there was something 
else than physical force behind her. I believe that the glory of America 
is that she is a great spiritual conception, and in the spirit of her in- 
stitutions dwells not only her distinction but her power. The one thing 
that the world can not permanently resist is the moral force of great 
and triumphant convictions. Woodrow Wilson. 

The Duty and Value of Patriotism 

Patriotism is love of country and loyalty to its life and weal; love 
tender and strong, tender as the affection of son for mother, strong 
as the pillars of death ; loyalty generous and disinterested, shrinking 
from no sacrifice, seeking no reward save country's triumph. 

Patriotism ! There is magic in the word. It is bliss to repeat it. 
Through the ages humanity has burnt the incense of admiration and 
reverence at the shrines of patriotism. The most beautiful pages of 
history are those which recount its deeds. Fireside tales, the outpour- 
ings of the memories of peoples, borrow from it their warmest glow. 
Poets are sweetest when they echo its whisperings; orators most 
potent when they attune their speech to its inspirations. 

Pagan nations were wrong in making gods of their noblest pa- 
triots. But their error was the excess of the great truth : that heaven 
unites with earth in approving and blessing patriotism ; that patriotism 
is one of earth's most exalted virtues, worthy to have come down from 
the atmosphere of the skies. 

The human race pays homage to patriotism because of its supreme 
value. The value of patriotism to a people is above gold and precious 
stones, above commerce and industry, above citadels and warships. 

54 



Patriotism is the vital spark of the nation's honor, the living fount of 
the nation's prosperity, the strong shield of the nation's safety. 

The human race pays homage to patriotism because of its supreme 
loveliness. Patriotism goes out to what is, among earth's possessions, 
the most precious, the first and best and dearest — country; and its 
effusion is the fragrant flowering of the purest and noblest sentiments 
of the heart. 

Patriotism is innate in man — the absence of it betokens a perver- 
sion of human nature; but it attains its full force and beauty only 
where minds are elevated and hearts are generous. 

Next to God is country, and next to religion is patriotism. No 
praise goes beyond the deserts of patriotism. It is sublime in its 
heroic oblation upon the field of battle: "Oh, glorious is he who for 
his country falls !" exclaims the Trojan warrior, Hector. It is sublime 
in the oft-repeated toil of dutiful citizenship. "Of all human doings," 
writes Cicero, "none is more honorable, none more estimable, than to 
deserve well of the commonwealth." 

The Lord is the God of nations because He is the God of men. 
Without his bidding no nation springs into life or vanishes back into 
nothingness, I believe in the providence of God over countries even 

as I believe in His wisdom and His love, and my allegiance to my 
country rises before my soul encircled with the halo of my loyalty to 
my God. 

A century ago a transatlantic poet and philosopher, reading the 
signs of the times, wrote: 

"Westward the star of empire takes its way; 
The first four acts already past, 
A fifth shall close the drama with the day ; 
Time's noblest offspring is the last." 

Berkeley's prophetic eye had descried America. What shall I 
say in a brief discourse of my country's value and beauty, of her 
claims to my love and fealty? I will pass by in silence her fields and 
forests, her rivers and seas, her boundless riches of soil and of moun- 
tain, her pure and health-giving air, her transcendent wealth of nature's 
fairest and most precious gifts. I will not speak of the noble qualities 
and robust deeds of her sons, prosperous in peace, valorous in war, 
gifted in mind and heart, skilled in commerce and industry. Be this 
my theme in praise of America, she is, as none other, the land of 
human dignity and of human liberty. 

America, rising into the family of nations in these latter times, is 
the highest billow in humanity's evolution, the crowning effort of ages 
in the aggrandizement of man. Unless we view her in this altitude, 
we do not comprehend her ; we belittle her towering stature, hide from 
ourselves the singular design of Providence in creating her. 

When the fathers of the Republic declared: "That all men are 
created equal; that they are endowed by their Creator with certain 

55 



inalienable rights ; that among these are life, liberty, and the pursuit of 
happiness," a principle was enunciated which, in its truth, was as old 
as the race, but in practical realization was almost unknown. 

Slowly and laboriously, amid suffering and revolution, humanity 
had been reaching out toward a reign of the rights of man. Paganism 
utterly denied such rights. It allowed nothing to man as man; man 
was what wealth, or place, or power made him. Even the wise Aris- 
totle taught that nature intended some men to be slaves and chattels. 
The sweet religion of Christ proclaimed aloud the doctrine of the com- 
mon fatherhood of God and the universal brotherhood of man. 

Eighteen hundred years, however, went by, and the civilized world 
had not yet put its civil and political institutions into accord with its 
spiritual faith. . . . This came at last, and it came in America. 
It came in a first manifestation through the Declaration of Independ- 
ence; it came in a second and final manifestation through President 
Lincoln's proclamation of emancipation. 

In America all men are civilly and politically equal; all have the 
same rights; all wield the same arm of defense and of conquest — the 
suffrage; and the sole condition of rights and of power is simple 
manhood. 

. . . The divine gift of liberty is God's recognition of man's great- 
ness and man's dignity. In liberty lie the sweetness of life and the 
power of growth. The loss of liberty is the loss of light and sunshine, 
the loss of life's best portion. Under the spell of heavenly memories, 
humanity has ceased to dream of liberty, and to aspire to its posses- 
sion. Now and then, here and there, liberty had for a moment ca- 
ressed humanity's brow. But not until the Republic of the West was 
born, not until the Star- Spangled Banner rose toward the skies, was 
liberty caught up in humanity's embrace and embodied in a great and 
abiding nation. 

In America the government takes from the liberty of the citizen 
only so much as is necessary for the weal of the nation. In America 
there are no masters who govern in their own right,- for their own in- 
terest, or at their own will. We have over us no Bourbon saying: 
"L'etat, c'est moi" ; no Hohenzollern proclaiming that in his acts as 
sovereign he is responsible only to his conscience and to God. Ours is 
the government of the people, by the people, and for the people. Gov- 
ernment is our own organized will. 

In America, rights begin with, and go upward from the people. 
In other countries, even in those which are apparently the most free, 
rights begin with, and come downward from the state ; the rights of 
citizens, the rights of the people, are concessions which have been 
wrested from the governing powers. 

In America, whenever the government does not prove its grant, 
the liberty of the individual citizen remains intact. Elsewhere there 
are governments called republics; there, too, universal suffrage estab- 
lishes the state; but once established, the state is tyrannous and ar- 
bitrary; invades at will private rights and curtails at will individual 
liberty. One republic only is liberty's native home — America. 

John Ireland, 

Archbishop of St. Paul. 

56 



Poems 

Landing of the Pilgrim Fathers 

A little band of English men and women, who had left their 
homes because of religious persecution, sailed from Southampton, in 
England, on August 15, 1620. They had two vessels, the Mayflower 
and the Speedwell. The Speedwell soon proved unseaworthy and had 
to put back to Plymouth for repairs, while twelve of her thirty voyagers 
were added to the ninety who were already on board the Mayflower. 

Nine weeks later land was sighted, and on the evening of Novem- 
ber 19, 1620, the Pilgrims brought their ship into what came to be 
known as Cape Cod harbor. Two days later the Mayflower dropped 
anchor off what is now Provincetown, which is the extreme point of 
Cape Cod, and a band of sixteen men, headed by Captain Miles Stan- 
dish, landed to explore the shore. The first actual settlement was made 
a month later, on December 21, 1620, at Plymouth, a more protected 
harbor than that of Provincetown. 

This desire of the Pilgrims for a place where they might be free 
to worship God as they pleased was the cause of the founding of the 
first colony in New England. 



LANDING OF THE PILGRIM FATHERS 

The breaking waves dashed high 
On a stern and rock-bound coast, 

And the woods against a stormy sky 
Their giant branches tossed; 

And the heavy night hung dark, 

The hills and waters o'er, 
When a band of exiles moored their bark 

On a wild New England shore. 

Not as the conqueror comes, 

They, the true-hearted, came; 
Not with the roll of the stirring drums, 

And the trumpet that sings of fame; 

Not as the flying come, 

In silence and in fear ; 
They shook the depths of the desert gloom 

With their hymns of lofty cheer. 

Amidst the storm they sang, 

And the stars heard, and the sea; 

And the sounding aisles of the dim woods rang 
To the athem of the free. 

57 



The ocean eagle soared 

From his nest by the white wave's foam ; 
And the rocking pines of the forest roared — 

This was their welcome home. 

There were men with hoary hair 
# Amidst that pilgrim band; 

Why had they come to wither there, 
Away from their childhood's land? 

There was woman's fearless eye, 

Lit by her deep love's truth ; 
There was manhood's brow, serenely high, 

And the fiery heart of youth. 

What sought they thus afar? 

Bright jewels of the mine? 
The wealth of seas, the spoils of war? 

They sought a faith's pure shine ! 

Aye, call it holy ground, 

The soil where first they trod; 
They have left unstained what there they found — 

Freedom to worship God. 

Felicia Dorothea Hemans. 

Paul Revere's Ride 

All during the winter of 1774-75 an armed truce had existed 
between the British officials and army in the colony of Massachusetts, 
and the people. No citizen could be found who would serve as a coun- 
cilor, judge, sheriff, or juryman under the King's commission, and 
the official business of the colony was at a standstill. Every evening 
the men of each village drilled on the green, and arms and ammuni- 
tion were collected secretly and stored in town-halls ready for instant 
use in the conflict which every one expected. The colonials intended 
that England should be forced to fire the opening shot, so that they 
would be in the position of defending their homes rather than of 
attacking the King's government. Gradually a large supply of powder 
and ball was stored at Concord, about eighteen miles away from 
Boston, and word of this at length came to General Gage, who com- 
manded the British troops in the latter city. 

At about the same time General Gage received orders to arrest 
two men who had shown themselves leaders among the colonials, 
Samuel Adams and John Hancock. They were to be sent to England 
to stand trial for treason. He learned that the two men would be in 
Lexington at a friend's house during the middle of April, and gave 
commands that a detachment of eight hundred troops should march 
from Boston to Lexington, take Adams and Hancock prisoners, and 
then march on to Concord, which lay beyond Lexington, and seize the 
stores of powder and shot there. 

58 



The British soldiers started on their march on the night of April 
18, 1775, keeping their plans as secret as possible, and crossing from 
Boston to Cambridge, on their way to Concord. In spite of their care, 
however, word of the plans had leaked out, and the colonial leaders in 
Boston selected Paul Revere and William Dawes to ride with the news. 

It had been arranged that Paul Revere should wait in Charlestown, 
opposite Boston, until he should see a lantern shining in the tower 
of the old North Church. When he caught the signal he mounted a 
swift horse and galloped out of Charlestown on the road to Lexing- 
ton. % As he rode he waked the country people, and they knew that 
the British troops were on the march. He reached Lexington in time 
to give the warning to Adams and Hancock, so that they escaped. 
William Dawes, who had ridden with the same news by way of Rox- 
bury, and Dr. Samuel Prescott, rode on with Paul Revere. They met 
some British soldiers at Lincoln, but Prescott leaped his horse over a 
roadside wall and escaped, to take the alarm to Concord. Revere and 
Dawes were made prisoners, but they were soon released. 

The British soldiers reached Concord and destroyed a large part 
of the supplies there, but by the time they began their return to Boston 
the minutemen were aroused. The indignant farmers fired, to the 
amazement of the red-coated soldiers, and soon the British march be- 
came a retreat, and almost a rout. Reinforcements were sent to their 
aid before they reached Boston, and but for that, few would have 
escaped their pursuers. As it was, this first fight of the war for 
American independence was a victory for the colonials. 

This poem is the "Landlord's Tale," the first of the "Tales of a 
Wayside Inn," found in Longfellow's Poems. 

Concord Hymn 

This poem was written to be sung as a hymn at the completion of 
the monument erected on the bank of the Concord River in Massa- 
chusetts, April 19, 1836. It was there that the colonial minutemen 
withstood the British regulars on April 19, 1775, and, as Emerson 
says, "fired the shot heard round the world," beginning the War of 
American Independence. • 

Emerson's grandfather, William Emerson, was a minister at Con- 
cord in 1775, and had strongly urged resistance to the British in his 
sermons. He himself stood with the farmers by the bridge, saying to 
the minutemen, "Let us stand our ground. If we die, let us die here." 

The battle took place near the minister's own house, which was 
afterwards the home of his grandson, Ralph Waldo Emerson, and of 
Nathaniel Hawthorne. Hawthorne gave it fame as "The Old Manse" 
of his writings. 

CONCORD HYMN 

By the rude bridge that arched the flood, 

Their flag to April's breeze unfurled, 
Here once the embattled farmers stood, 

And fired the shot heard round the world. 

59 



The foe long since in silence slept; 

Alike the conquerer silent sleeps ; 
And Time the ruined bridge has swept, 

Down the dark stream which seaward creeps. 

On this green bank, by this soft stream, 

We set today a votive stone; 
That memory may their deed redeem, 

When, like our sires, our sons are gone. 

Spirit, that made those heroes dare 
To die, and leave their children free, 

Bid Time and Nature gently spare 
The shaft we raise to them and thee. 

Ralph Waldo Emerson. 



Warren's Address to the American Soldiers 

. June 17, 1775. 

Stand ! the ground's your own, my braves ! 
Will ye give it up to slaves? 
Will ye look for greener graves? 

Hope ye mercy still? 
What's the mercy despots feel ? 
Hear it in that battle-peal ! 
Read it on yon bristling steel ! 

Ask it, — }^e who will. 

Fear ye foes who kill for hire ? 
Will ye to your homes retire ? 
Look behind you ! they're afire ! 

And, before you, see 
Who have done it ! From the vale 
On they come ! And will ye quail ? 
Leaden rain and iron hail 

Let their welcome be ! 

In the God of battles trust ! 

Die we may — and die we must; 

But, oh, where can dust to dust 

Be consigned so well, 
As where Heaven its dews shall shed 
On the martyred patriot's bed, 
And the rocks shall raise their head, 

Of his deeds to tell! 

John Pierpont. 
60 



Our Country's Call 

(Sometimes Sung to Tune of "Maryland, My Maryland"). 

Lay down the axe; fling by the spade; 

Leave in its track the toiling plough ; 
The rifle and the bayonet-blade 

For arms like yours were fitter now ; 
And let the hands that ply the pen 

Quit the light task, and learn to wield 
The horseman's crooked brand, and rein 

The charger on the battle-field. 



Our country calls : Away ! Away ! 

To where the blood-stream blots the green. 
Strike to defend the gentlest sway 

That Time in all his course has seen. 
See, from a thousand coverts — see, 

Spring the armed foes that haunt her track, 
They rush to smite her down, and we 

Must beat the banded traitors back. 



Ho ! sturdy as the oaks ye cleave, 
And moved as soon to fear and flight, 
Men of the glade and forest ! leave 

Your woodcraft for the field of fight. 
The arms that wield the axe must pour 

An iron tempest on the foe ; 
His serried ranks shall reel before 

The arm that lays the panther low. 

And ye, who breast the mountain- storm 

By grassy steep or highland lake, 
Come, for the land ye love, to form 

A bulwark that no foe can break. 
Stand, like your own gray cliffs that mock 

The whirlwind, stand in her defense; 
The blast as soon shall move the rock 

As rushing squadrons hear ye thence. 

And ye, whose homes are by her grand 
Swift rivers, rising far away, 

Come from the depth of her green land, 
As mighty in your march as they ; 

As terrible as when the rains 

Have swelled them over bank and bourne, 

With sudden floods to drown the plains 
And sweep along the woods uptorn. 

61 



And ye, who throng, beside the deep, 

Her ports and hamlets of the strand, 
In number like the waves that leap 

On his long- murmuring marge of sand- 
Come like that deep, when, o'er his brim 

He rises, all his floods to pour, 
And flings the proudest barks that swim, 

A helpless wreck, against the shore ! 



Few, few were they whose swords of old 

Won the fair land in which we dwell ; 
But we are many, we who hold 

The grim resolve to guard it well. 
Strike, for that broad and goodly land, 

Blow after blow, till men shall see 
That Might and Right move hand in hand, 

And glorious must their triumph be ! 



William Cullen Bryant. 



Old Ironsides 

The frigate Constitution, which had figured valiantly in the history 
of the United States navy, and had won the famous sea-fight with 
the English ship Guerriere in the War of 1812, was popularly called 
Old Ironsides, and had won a warm place in the hearts of the Ameri- 
can people. On September 14, 1830, the Boston Daily Advertiser 
announced that the Secretary of the Navy had recommended that the 
Constitution be broken up, as no longer fit for service. As soon as 
he heard this, Oliver Wendell Holmes wrote his poem, Old Ironsides, 
which appeared two days later. It immediately became a battle-cry ; 
was repeated all through the country; and caused such a wave of 
feeling for the time-scarred frigate that the plan of dismantling her 
was given up, and instead she was rebuilt, and given an honored place 
among the veterans of the country's navy. 



OLD IRONSIDES 

Aye, tear her tattered ensign down ! 

Long has it waved on high, 
And many an eye has danced to see 

That banner in the sky ; 
Beneath it rung the battle-shout, 

And burst the cannon's roar ; — 
The meteor of the ocean air 

Shall sweep the clouds no more! 

62 



Her deck, once red with heroes' blood, 

Where knelt the vanquished foe, 
When winds were hurrying o'er the flood 

And waves were white below, 
No more shall feel the victor's tread, 

Or know the conquered knee; — 
The harpies of the shore shall pluck 

The eagle of the sea ! 

Oh, better that her shattered hulk 

Should sink beneath the wave; 
Her thunders shook the mighty deep, 

And there should be her grave ; 
Nail to the mast her holy flag, 

Set every threadbare sail, 
And give her to the God of storms, — 

The lightning and the gale! 

Oliver Wendell Holmes. 



Vive la France 

The land of sunshine and of song ! 

Her name your hearts divine; 
To her the banquet's vows belong 

Whose breasts have poured its wine ; 
Our trusty friend, our true ally 

Through varied change and chance: 
So, fill your flashing goblets high — 

I give you, Vive la France ! 

Above our hosts in triple folds 

The selfsame colors spread, 
Where Valor's faithful arm upholds 

The blue, the white, the red; 
Alike each nation's glittering crest 

Reflects the morning's glance — 
Twin eagles, soaring east and west : 

Once more, then, Vive la France ! 

Sister in trial ! who shall count 

Thy generous friendship's claim, 
Whose blood ran mingling in the fount 

That gave our land its name, 
Till Yorktown saw in blended line 

Our conquering arms advance, 
And victory's double garlands twine 

Our banners? Vive la France! 

63 



O land of heroes ! in our need 

One gift from Heaven we crave 
To stanch these wounds that vainly bleed- 

The wise to lead the brave ! 
Call back one Captain of thy past 

From glory's marble trance, 
Whose name shall be a bugle-blast 

To rouse us ! Vive la France ! 



Oliver Wendell Holmes. 



Recessional 

God of our fathers, known of old — 
Lord of our far-flung battle-line — 

Beneath whose awful hand we hold . 
Dominion over palm and pine — ■ 

Lord God of Hosts, be with us yet, 

Lest we forget — lest we forget ! 

The tumult and the shouting dies — 
The Captains and the Kings depart — 

Still stands Thine ancient sacrifice, 
An humble and a contrite heart. 

Lord God of hosts, be with us yet, 

Lest we forget — lest we forget ! 

Far- called, our navies melt away — 

On dune and headland sinks the fire — 

Lo, all our pomp of yesterday 
Is one with Nineveh and Tyre ! 

Judge of the Nations, spare us yet, 

Lest we forget — lest we forget ! 

If, drunk with sight of power, we loose 
Wild tongues that have not Thee in awe — 

Such boasting as the Gentiles use, 
Or lesser breeds without the Law — ■ 

Lord God of Hosts, be with us yet, 

Lest we forget— -lest we forget ! 

For heathen hear that puts her trust 
In reeking tube ,<:id iron shard — 

xA.ll valiant dust that builds on dust, 

And guarding calls not Thee to guard — 

For frantic boast and foolish word, 

Thy Mercy on Thy People, Lord ! 

Rudyard Kipling. 
64 



Vision of the Future 

For I dipt into the future, 

Far as human eye could see, 
Saw the vision of the world, and 

All the wonder that would be ; 
Saw the heavens fill with commerce, 

Argosies of magic sails, 
Pilots of the purple twilight, 

Dropping down with costly bales; 
Heard the heavens fill with snouting 

And there rained a ghastly dew 
From the nations' airy navies 

Grappling in the central blue ; 
Far along with world-wide whisper 

Of the south- wind rushing warm, 
With the standards of the peoples 

Plunging thro' the thunder-storm ; 
Till the war-drum throbbed no longer, 

And the battle flags were furl'd 
In the Parliament of men, the 

Federation of the world. 
There the common sense of most shall 

Hold a fretful realm in awe, 
And the kindly earth shall slumber 

Rapt in universal law. 



Tennyson's Prophecy, 1842. 



65 



The Flag 

Makers of the Flag 

This morning, as I passed into the Land Office, The Flag dropped 
me a most cordial salutation, and from its rippling folds I heard it 
say: "Good morning, Mr. Flag Maker." 

"I beg your pardon, Old Glory," I said, "aren't you mistaken? 
I am not the President of the United States, nor a member of Con- 
gress, nor even a general in the army. I am only a Government clerk." 

"I greet you again, Mr. Flag Maker," replied the gay voice, "I 
know you well. You are the man who worked in the swelter of yes- 
terday straightening out the tangle of that farmer's homestead in 
Idaho, or perhaps you found the mistake in that Indian contract in 
Oklahoma, or helped to clear that patent for the hopeful inventor in 
New York, or pushed the opening of that new ditch in Colorado, or 
made that mine in Illinois more safe, or brought relief to the old sol- 
dier in Wyoming. No matter; whichever one of these beneficent in- 
dividuals you may happen to be, I give you greeting, Mr. Flag 
Maker." 

I was about to pass on, when The Flag stopped me with these 
words : 

"Yesterday the President spoke a word that made happier the 
future of ten million peons in Mexico; but that act looms no larger 
on the flag than the struggle which the boy in Georgia is making to 
win the Corn Club prize this summer. 

"Yesterday the Congress spoke a word which will open the door 
of Alaska; but a mother in Michigan worked from sunrise until far 
into the night, to give her boy an education. She, too, is making the 
flag. 

"Yesterday we made a new law to prevent financial panics, and 
yesterday, maybe, a school teacher in Ohio taught his first letters to 
a boy who will one day write a song that will give cheer to the mil- 
lions of our race. We are all making the flag." 

"But," I said impatiently, "these people were only working !" 

Then came a great shout from The Flag: 

"The work that we do is the making of the flag. 

"I am not the flag; not at all. I am but its shadow. 

"I am whatever you make me, nothing more. 

"I am your belief in yourself, your dream of what a People may 
become. 

"I live a changing life, a life of moods and passions, of heart 
breaks and tired muscles. 

"Sometimes I am strong with pride, when men do an honest work, 
fitting the rails together truly. 

"Sometimes I droop, for then purpose has gone from me, and 
cynically I play the coward. 

66 



"Sometimes I am loud, garish, and full of that ego that blasts 
judgment. 

"But always, I am all that you hope to be, and have the courage 
to try for. 

"I am song and fear, struggle and panic, and ennobling hope. 

"I am the day's work of the weakest man, and the largest dream 
of the most daring. 

"I am the constitution and the courts, statutes and the statute 
makers, soldier and dreadnaught, drayman and street sweep, cook, 
counselor, and clerk. 

"I am the battle of yesterday, and the mistake of tomorrow. 

"I am the mystery of the men who do without knowing why. 

"I am the clutch of an idea, and the reasoned purpose of reso- 
lution. 

"I am no more than what you believe me to be and I am all that 
you believe I can be. 

"I am what you make me, nothing more. 

"I swing before your eyes as a bright gleam of color, a symbol 
of yourself, the pictured suggestion of that big thing which makes 
this nation. My stars and my stripes are your dream and your labors. 

They are bright with cheer, brilliant with courage, firm with faith, be- 
cause you have made them so out of your hearts. For vou are the 
makers of the flag and it is well that you glory in the making." 

Franklin K. Lane. 



The National Flag 

A thoughtful mind, when it sees a nation's flag, sees not the flag, 
but the nation itself. And whatever may be its symbols, its insignia, 
he reads chiefly in the flag the government, the principles, the truths, 
the history, that belong to the nation that sets it forth. When the 
French tricolor rolls out to the wind we see France. When the new- 
found Italian flag is unfurled, we see resurrected Italy. . . . When 
the united crosses of St. Andrew and St. George, on a fiery ground, 
set forth the banner of Old England, we see not the cloth merely; 
there rises up before the mind the idea of that great monarchy. 

This nation has a banner, too; and wherever it streamed abroad 
men saw day-break bursting on their eyes. The American flag has 
been a symbol of Liberty, and men rejoiced in it. Not another flag 
on the globe had such an errand, or went forth upon the sea carry- 
ing everywhere, the world around, such hope to the captive and such 
glorious tidings. The stars upon it were to the pining nations like 
the bright morning stars of God, and the stripes upon it were beams 
of morning light. As at early dawn the stars shine forth even while it 
grows light, and then as the sun advances that light breaks into banks 
and streaming lines of color, the glowing red and intense white striv- 
ing together, and ribbing the horizon with bars effulgent, so, on the 

67 



American flag, stars and beams of many-colored light shine out to- 
gether. And wherever this flag comes and men behold it, they see in 
its sacred emblazonry no ramping lion and no fierce eagle; no em- 
battled castles or insignia of imperial authority; they see the symbols 
of light. It is the banner of Dawn. 

Henry Ward Beecher. 



Follow the Flag 

Follow the flag! 

By every fireside where live the love of country and the love of 
justice is heard a sigh of relief that our flag is not, after all, to be 
trampled in the mire. Now that it has been raised aloft, follow it. 
Follow it even to the battle front. 

Follow the flag! 

It goes on a high mission. The land over which it flies inherited 
its spirit of freedom from a race which had practiced liberty for a 
thousand years. And the daughter paid back the debt to the mother. 
Her successful practice of free institutions caused the civic stature of 
the citizen in the motherland to grow. It lit the torch of liberty in 
France. Then, moving abreast, these three lands of democracy im- 
parted to it impetus so resistless, that freedom is sweeping victorious 
around the globe. Today constitutional government is the rule, not 
the exception, in the world. Once more these three nations are together 
leading a great cause and this time as brothers in arms. 

Follow the flag! 

It goes on a world mission. If the high hope of our President is 
fulfilled, that flag will have new meaning. Just as the stars and stripes 
in it symbolized the union of free states in America, so now they may 
come to symbolize the beginnings of a union of nations, self-govern- 
ing, and because they are self-governing making for good will and for 
justice. 

Follow the flag! 

It goes on a stern mission. Follow it, not for revenge, yet in 
anger — righteous anger against the bloody crew who, with criminal 
intent, have brought upon the world the greatest sum of human misery 
it has ever known in all its history. Follow it, till that ugly company is 
put down and the very people themselves whom they so grievously 
deceived and misled, by coming into liberty, will come to bless that 
flag and kiss its gleaming folds. 

Follow the flag! 

Too long it has been absent from that line in France where once 
again an Attila has been stopped. It has been needed there, God 
knows ! And yet, though not visible to the eye, it is and has been there 
from the beginning. It is there in the hearts of those fifty thousand 

68 



American boys who saw their duty clear and moved up to it. Now at 
last it may be flung to the breeze in the front line, to be visible by day, 
and to remain at nightfall, like the blessings of a prayer fulfilled, in 
the consciousness of men. Follow it and take your stand beside the 
fifty thousand. 

Follow the flag! 

Theodore Marburg. 

Duty to Our Flag 

When the Standard of the Union is raised and waves over my 
head, the Standard which Washington planted on the ramparts of the 
Constitution, God forbid that I should inquire whom the people have 
commissioned to unfurl it and bear it up. I can only ask in what 
manner, as a humble individual, I can best discharge my duties in 
defending it 

We wish that the last object on the sight of him who leaves his 
native shores, and the first to gladden him who revisits it, may be 
something which should remind him of the liberty and the glory of 
his country. Let the flag rise till it meets the sun in his coming; let 
the earlier light of the morning gild it, and the parting day linger to 
play on the summit. 

Daniel Webster 

, The following is Mr. Webster's grand apostrophe to the flag, 
which forms the closing sentence of his immortal speech in reply to 
Hayne, United States Senate, January 26, 1830: 

"Let my last feeble, lingering glance behold the gorgeous ensign 
of the republic, now known and honored throughout the earth, its 
arms and trophies streaming in their original lustre ; not a stripe erased 
or polluted, not a single star obscured — bearing for its motto no such 
miserable interrogatory as, 'What is all this worth?', nor these other 
words of delusion and folly, 'Liberty first, and Union afterwards ;' but 
everywhere, spread all over in characters of living light, blazing on 
all its ample folds as they float over the sea and over the land, and in 
every wind under the whole heavens, that other sentiment, dear to 
every true American heart — 'Liberty and Union, now and forever, one 
and inseparable !' " 

To Our Flag 

Man never made and nature never produced anything more 
beautiful than the American flag. 

William Henry Haworth. 

TAe Story of Our Flag 

The "Star Spangled Banner" became the national flag of the United 
States of America on June 14, 1777, when the Continental Congress 
assembled in Philadelphia and adopted it as the nation's official 
emblem. 

69 



The thirteen stars and thirteen stripes represented the thirteen 
original colonies. The stars on the first flag were arranged in a 
circle — the circle signified eternity, and the stars unity. The stars 
also denote the subordination of the states to the union — the broad 
red stripes representing the union. 

The first national flag was made by Betsy Ross Claypoole. 

The flag was first recognized by a foreign power when John Paul 
Jones, commander of the "Ranger" carried it into foreign waters 
immediately after its adoption by congress. 

The flag was first recognized on land when it was raised over 
Fort Stanwix, N. Y., August 6th, 1777. 

In 1818 congress decreed that on the admission of each new 
state a star should be added to the flag; and the number of stripes, 
then twenty, be reduced to thirteen. 

New arrangement of the stars on the flag was made in 1912 and 
the new flag Was officially recognized on July 4, 1912. 

There are now forty-eight states represented on the flag. 

The design of the American flag is said to have been suggested 
by George Washington's coat of arms — three stars and three stripes. 

What the Flag Means 

What American of all of us, can see our starry banner flutter out 
on mast or tower, or in the street without a sudden heart throb ? Love, 
pride, memory, exultation, mingle in one swift emotion, and yet we 
seldom pause to think what "Old Glory" really means to us. It means 
history — stained here and there with mistake and wrong, indeed, but 
as a whole, wonderful and glorious. It means protection — the right 
fo live, to think, to aspire, to work in an atmosphere of the most 
blessed freedom and safety our earth has ever known. It means hope 
— hope and help for ourselves and for all the world. 

Whatever the nation is to achieve or to become in the future de- 
pends upon its citizenship, and the mighty voice of the people is but 
the combined voice of the individuals. What would you have your 
country to be in honor, purity, high endeavor and righteousness? 
Make one citizen of that kind; that is the part given to you to do. 

Kate W. Hamilton. 
In Wellspring {Boston, 1901). 

It Was My Flag 

It was when I went back to see my mother once more, and 
wandering about the country of my childrood's memories, had come to 
the city of Elsinore. There I fell ill of a fever and lay many weeks in 
the house of a friend upon the shore of the beautiful Oeresund. One 
day when the fever had left me they rolled my bed into a room over- 
looking the sea. The sun light danced upon the waves, and the dis- 
tant mountains of Sweden were blue against the horizon. Ships 

70 



passed under full sail up and down the great waterway of the na- 
tions. But the sunshine and the peaceful day bore no message to me. 
I lay moodily picking at the coverlet, sick and discouraged and sore — 
I hardly knew why myself. Until all at once there sailed past, close 
in shore, a ship flying at the top the flag of freedom, blown out on the 
breeze till every star in it shone bright and clear. That moment I 
knew. Gone were illness, discouragement and gloom. Forgotten 
weakness and suffering, the cautions of doctor and nurse. I sat up 
in bed and shouted, laughed and cried by turns, waving my hand- 
kerchief to the flag out there. They thought I had lost my head, but 
I told them no, thank God ! I had found it, and my heart too, at lasf. 
I knew then it was my flag; that my children's home was mine, in- 
deed; that I also had become an American in truth. And I thanked 
God, and, like the man sick of palsy, arose from my bed and went 
home, healed. 

Jacob A. Riis. 
Your Flag and My Flag 

Your flag and my flag ! 

And how it flies today 
In your land and my land 

And half a world away ! 
Rose-red and blood-red 

The stripes forever gleam ; 
Snow-white and soul-white — 

The good forefather's dream; 
Sky-blue and true blue, with stars to gleam aright — 
The gloried guidon of the day; a shelter through the night. 

Your flag and my flag! 

To every star and stripe 
The drums beat as hearts beat 

And fifers shrilly pipe ! 
Your flag and my flag — 

A blessing in the sky; 
Your hope and my hope — • 

It never hid a lie! 
Home land and far land and half the world around, 
Old Glory hears our glad salute and ripples to the sound ! 

Your flag and my flag! 

And oh, how much it holds — 
Your land and my land — 

Secure within its folds! 
Your heart and my heart 

Beat quicker at the sight; 
Sun-kissed and wind-tossed — 

Red and blue and white. 
The one flag — the great flag — the flag for me and you — 
Glorified all else beside — the red and white and blue ! 

Wilbur D. Nesbit. 

71 



The American Flag 

The author of this soul-inspiring song and poem, Joseph Rodman 
Drake, was born in New York, August 7, 1795, and died September 
21, 1820. 

The "American Flag" was written between the 20th and 25th 
days of May, 1819, when the author was not quite twenty-four, and 
originally concluded with the following lines : 

"As fixed as yonder orb divine 

That saw the banner blaze unfurled^ 
Shall thy proud stars resplendent shi^e, 
The guard and glory of the world/' 
These lines not being satisfactory to Mr. Drake, he consulted his 
friend, Fitz Green Halleck, to suggest a better stanza. Mr. Halleck, 
in a glowing burst of* patriotism, sat down and wrote the four con- 
cluding lines, which are as follows : 

"Forever float that standard sheet ! 

Where breathes the foe but falls before us, 
With freedom's soil beneath our feet, 

And freedom's banner streaming o'er us." 
The poem from the beginning to the conclusion, breathes a pure 
patriotism that is from the heart, inspired by the love of country, and 
awakens the tenderest emotions of the soul and body of every one 
who reads it. 

THE AMERICAN FLAG 
When Freedom from her mountain height 

Unfurled her standard to the air, 
She tore the azure robe of night, 

And set the stars of glory there ! 
She mingled with its gorgeous dyes, 

The milky baldrick of the skies, 
And striped its pure celestial white 

With streakings of the morning light. 
Then, from his mansion in the sun, 

She called her eagle bearer down, 
And gave into his mighty hand 

The symbol of her chosen land. 

Majestic monarch of the cloud ! 

Who rear'st aloft thy regal form, 
To hear the tempest trumping loud, 

And see the lightning lances driven, 
When strive the warriors of the storm, 

And rolls the thunder-drum of heaven ! 
■ O'ld of the sun! to thee 'tis given 

To guard the banner of the free! 
To hover in the sulphur smoke, 

To ward away the battle stroke, 
And bid its blendings shine afar, 

Like rainbows on the clouds of war. 
The harbingers of victory! 

72 



Flag of the brave! thy folds shall fly, 
The sign of hope and triumph high ! 
When speaks the signal trumpet tone, 
And the long line comes gleaming on; 
Ere yet the life blood, warm and wet, 
Has dimmed the glistening bayonet- 
Each soldier eye shall brightly turn 
To where thy sky-born glories burn. 
And, as his springing steps advance, 
Catch war and vengeance from the glance. 
And when the cannon-mouthings loud 
Heave in wild wreaths the battle shroud, 
And gory sabers rise and fall 
Like shoots of flame on midnight's pall, 
Then shall thy meteor glances glow, 
And cowering foes shall shrink beneath 
Each gallant arm that strikes below 
That lovely messenger of death. 

Flag of the seas ! on ocean's wave 
Thy stars shall glitter o'er the brave, 
When death, careening on the gale, 
Sweeps darkly round the bellied sail, 
And frighted waves rush widly back 
Before the broadside's reeling rack; 
Each dying wanderer of the sea 
Shall look at once to heaven and thee! 
And smile to see thy splendors fly 
In triumph o'er his closing eye. 

Flag of the free heart's hope and home, 
By angel hands to valor given ! 
Thy stars have lit the welkin dome, 
And all thy hues were born in heaven. 

Forever float that standard sheet ! 

Where breathes the foe but falls before us, 

With Freedom's soil beneath our feet, 
And Freedom's banner streaming o'er us? 

Joseph R. Drake. 

The Flag 

The American flag is the best of all, 
Many years will elapse before it will fall ; 
If Germany, with us, to war must go 
Those people across the ocean will know 
That the American flag is the best of all. 

On Bunker Hill and Lexington, 
Battles were fought and also won, 
Farmers, countrymen, one and all 
Came to its heroic call; 
The American flag is the best of all. 

George Enderich, Grade 8, Eveleth, Minn. 

73 



Unfurl the Flag 

O'er every school house in the land 
Now let that banner wave. 
It made us first a nation, 
Brought freedom to the slave; 
'Twill teach our children loyalty 
To God and country dear, 
As in the field of heavenly blue 
The shining stars appear. 

Our Flag 

I love our flag — its field of stars, 
Its snowy stripes — its crimson bars, 

Its dear red, white and blue. 
Oh, to those colors may I be, 
In any land, on any sea, 

Forever fond and true. 

I love our flag — I hear it tell 
Of heroes who for it fought well, 

Who for it dared to die. 
Oh, for those colors may I show 
My deep devotion should a foe 

At any time draw nigh. 

A Song for the Flag 

Here is my love to you, flag of the free, and flag of the tried and true, 
Here is my love to your streaming stripes and your stars in a field 

of blue! 
Here is my love to your silken folds wherever they wave on high, 
For you are the flag of a land for which 'twere sweet for a man to die ! 

Green though the banners my fathers bore in the days of their ancient 

wars, 
Men of my race, full many, have died for the banner of Stripes and 

Stars, 
Bearing the green my fathers battled and bled in the olden fray, 
But you, O beautiful flag of the free, are the flag of our hearts today ! 

So with the myriad races of men who, leaving the past behind, 
Give to the land of their manhood's choice allegiance of heart and 

mind. 
Laboring ever with hand or brain, the nation they help to build, 
For you, O beautiful flag, are to them the sign of a hope fulfilled ! 

Native or foreign are all as one when cometh the day of strife. 
What is the dearest gift we can give for the flag but a human life? 
Native or foreign are all the same when the heart's blood reddens the 

earth, 
And native or foreign, 'tis love like this is the ultimate test of our 

worth ! 

74 



Native or immigrant — here is the task to which we must summon our 

powers ; 
Ever unsullied to keep the flag in peace as in war's wild hours. 
Selfishness, narrowness, graft and greed and the evil that hates the 

light, 
All these are foes of the flag today, all these we must face and fight. 

Symbol of hope to me and to mine and to all who aspire to be free! 
Ever your golden stars may shine from the east to the western sea ! 
Ever your golden stars may shine and ever your stripes may gleam 
To lead us on from the deeds we do to the greater deeds that we 
dream ! 

Here is love to you, flag of the free, and flag of the tried and true, 
Here is our love to your streaming stripes and your stars in a field 

of blue; 
Native or foreign, we're children of all the land over which you fly, 
And native or foreign we love the land for which it were sweet to die ! 

Denis A. McCarthy. 

Flag Salutes and Pledges 

Pledge of Daughters of American Revolution : 
"I pledge allegiance to my flag and the country for which it 
stands — one nation indivisible, with liberty and justice for all." 

Order of Salute 

1. Eyes on flag, side of forefinger of right hand touching forehead, 
face uplifted: "I pledge allegiance." 

2. Right arm waving outward and upward, palm up; "To my flag 
and the country for which it stands, One nation, indivisible." 

3. Expansive gesture, both arms waving outward: "With liberty 
and justice." 

4. Hands brought down to side : "For all." 

A Popular Salute 

"We give our heads and our hearts to God and our country. 
One country, one language, one flag." 

Order of Salute 

1. Children rise and face flag. 

2. Eyes on flag, side of forefinger of right hand touching forehead, 
face uplifted, repeating the words: "We give our heads." 

3. Place hand over the heart, repeating: "And our hearts." 

4. Right hand pointing up, repeating : "To our God." 

5. Right hand pointing to flag: "And our country." 

6. Weight forward, hands at side, repeating: "One country, one 
language." 

7. Right hand pointing to the flag, repeating, with emphasis : "One 
flag." 

75 



Minnesota Flag Laws 

The laws governing the use and abuse of the National flag in Min- 
nesota may be found in any public library, as they are contained in the 
General Statutes of Minnesota, 1913. They are under the following 
sections: Section 413, Section 3933, Section 3994, and also Chapter 
103, Section 9012. 

Displaying of United States flag at various schools. — There shall 
be displayed at every public school in Minnesota, when in session, an 
appropriate United States flag. Such display shall be upon the school 
grounds or outside the school building, upon a proper staff, on every 
legal holiday, occurring while the school is in session and at such other 
times as the respective boards of such school districts may direct and 
within the principal room of such school building at all other times 
while the same is in session. 

School boards to provide flags and staffs. — It shall be the duty of 
every school board and board of education to provide such flag for 
each of the school buildings of their respective districts, together with 
a suitable staff for the display, thereof, outside of such school build- 
ing; and proper arrangement for the display, thereof, within such 
building; and a suitable receptacle for the safe-keeping of such flag 
when not in use, as by this act directed, at all times. 

Desecration of the flag. — Every person who for exhibition or dis- 
play, shall cause to be placed upon or affixed to any flag, standard, 
color or ensign of the United States, or this State, or upon one pur- 
porting to be either of said flags, standards, colors or ensigns any 
inscription, design, device, symbol, name, advertisement, words, char- 
acters, marks or notice whatever; or who shall display or exhibit any 
such flag, standard, color or ensign, having upon or affixed to it any 
such inscription, design, device, symbol, name, advertisement, word or 
characters, marks or notice whatever ; or who shall publicly mutilate, 
trample upon, deface or defy any such flag, standard, color or ensign, 
shall be guilty of a misdemeanor; but such flags, standards, colors or 
ensigns used in the service of the United States, or this State, may 
have inscriptions, names or actions, words, marks or symbols placed 
thereon, pursuant to law or authorized regulations. 



The Flag 

The flag of the United States is composed of thirteen stripes, al- 
ternated red and white — standing for the thirteen original colonies, 
and a field of blue with forty-eight stars, one for each state in the 
union. 

In the language of the flag, red stands for courage, white for 
purity, and blue for fidelity and truth. 

It is the symbol of the brotherhood of man — it stands for cour- 
age, for chivalry, for generosity and honor. To bear the Star- 
Spangled Banner is an honor, to own one is a sacred trust. 

76 



The National flag when used by the army is called the stand- 
ard, also the colors. When borne with another flag, having for its 
device the arms and motto of the United States, the two are called a 
"stand of colors." The National flag is known in the navy as an en- 
sign. 

Etiquette of the Flag 

During the time of war it is proper to display the flag contin- 
uously; but it is conducive to the spirit of economy and to greater 
respect for the flag to lower it at night and as far as possible protect 
it from inclement weather. The flag should not be hoisted before sun- 
rise nor allowed to remain up after sunset. 

The flag should be displayed from a staff or pole whenever pu— 
sible. 

When the flag is hung vertically (so it can be viewed frum u*»* 
side only) the blue field should be at the right as one faces it. Wfien 
hung horizontally the field should be at the left, in the same position 
as it would be if attached to a staff. 

The flag should never be allowed to touch the ground when be- 
ing hoisted or lowered. Its folds should float freely and should be 
cleared at once whenever caught. 

The flag should be saluted by all present while being hoisted or 
lowered, and when it is passing on parade or in review the spectator 
should rise if sitting, halt if walking, and standing at "attention," 
salute with the right hand in all cases, except that a man in civilian 
dress and covered, should uncover and hold the head-dress opposite 
the left shoulder with the right hand. 

The correct hand salute to the flag, as required by the regulations 
of the United States army is : ' Standing at attention raise the right 
hand to forehead over the right eye, palm downward, fingers extended 
and close together, arm at an angle of 45 degrees. Move hand out- 
ward, about a foot, with a quick motion, then drop to the side. 

In placing the flag at half mast it should first be hoisted to the 
top of the staff and then lowered to position, and preliminary to low- 
ering from half mast it should be raised again to the top. On Memo- 
rial day the flag should fly at half mast from sunrise to noon, and at 
full mast from noon till sunset. 

When the flag is carried in parade with any other flags the 
American flag should have the place of honor, at the right. If a num- 
ber of flags are carried, the flag should either precede the others or be 
carried in the center above the others on a higher staff. 

If a foreigner wishes to raise the flag of his nationality in this 
country he must raise the flag of the United States above it — never 
below it. 

The flag sjiould never be draped, but always arranged to hang 
in straight lines. 

It should not be used as a cover for a table, desk or box. Noth- 
ing should ever be placed upon the flag. 

77 



When clusters and draping of colors are desired, bunting or 
cloth should be used, but never the flag. 

It should not be used as the whole or a part of a costume and 
when worn as a badge it should be small and pinned over the left 
breast or to the left collar lapel. 

The flag when portrayed by any illustrative process should al- 
ways have the staff so placed that it is at the left of the picture, the 
fabric floating to the right. 

Neither the flag nor a picture of it should be used for any ad- 
vertising purposes whatever; nor as toys, fans, parasols, paper nap- 
kins or sofa cushions. 

It is unlawful to trample upon, mutilate, or otherwise treat the 
flag with insult or contempt; or to attach to it any inscription or ob- 
ject whatever. When old or soiled from use it should be decently 
burned. 

To memorize these rules should be a part of the patriotic duty of 
all of us, especially those who have lived long in this country and 
have a duty to perform in the matter of example before our newly 
patriated citizens. 

There are four classes of men who do not salute the flag: the 
careless, the forgetful, the ignorant, and the enemy. For the ignorant, 
it may be repeated that it is proper to remove the hat and place it over 
the heart as the colors go by. For the careless and forgetful, it may be 
suggested that their laxity not only serves as a cover for the disloyal 
aliens, but is likely to arouse suspicion as to their own loyalty. 

Although the "Star Spangled Banner" has not been made the 
national hymn by federal law, army usage requires that when it is 
played all persons within hearing should rise and stand, head uncov- 
ered during the rendition. The playing of it as a part of a medley is 
prohibited and it should never be played as an exit march. 

Flag Days 

February 12th — Lincoln's birthday. 

February 22nd- — Washington's birthday. 

May 30th — Memorial day. 

June 14th— Flag day. 

July 4th — Independence day. 

September 14th — Star-Spangled Banner day. 

And on all days proclaimed by the Governor of State and Mayor 
of city. 



78 



Songs 
a America 

MY COUNTRY 'TIS OF THEE 

The author, Rev. S. F. Smith, was born in Boston, Mass., Octo- 
ber 21, 1808, and was an honored member of the Baptist denomina- 
tion, residing at Newton Centre, Mass. He died November 16, 1895. 
Dr. Smith was graduated from Harvard in the famous class of 1829 
with Oliver Wendell Holmes, and from Andover Theological Sem- 
inary in 1832, entering the ministry in 1834. 

"America" was written while he was a student at Andover. The 
melody is that of a German hymn in a collection which Dr. Lowell 
Mason brought to him for translation. Turning over the leaves of 
the book, one gloomy day in February, 1832, he came across the air — 
"God Save the King." He liked the music, and glanced at the Ger- 
man words at the foot of the page, and under the inspiration of the 
moment took up his pen and in half an hour the grand old hymn was 
born. The young student had no idea at the time how much he had 
done for his country. 

The hymn was first used at a children's Fourth of July celebra- 
tion at Park Church, Boston, and the results were surprising. The 
fervent lines leaped like wild fire from lip to lip, and from heart to 
heart all over our blessed land, filling the soul with loyalty to God and 
our country. It has been sung in every country in the world, and 
from the highest peak above the clouds in the Rocky Mountains. It 
was an inspiration to the soldiers both North and South during the 
War of the Rebellion, and stimulated them on the march, in camp and 
in the hospital. Its words have been chanted from the decks of our 
ships and war vessels under the Stars and Stripes. It has been sung by 
more than 18,000,000 children in our Sunday and public schools. It 
breathes a pure love for God and our country and fills the soul with 
intense love and patriotism. 

AMERICA 

My country, 'tis of thee 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrim's pride, 
From every mountain side 

Let freedom ring. 

My native country, thee, 
Land of the noble free — 

Thy name I love ; 
I love thy rocks and rills, 
Thy woods and templed hills, 
My heart with rapture thrills 

Like that above. 

79 



Let music swell the breeze, 
And ring from all the trees, 

Sweet freedom's song. 
Let mortal tongues awake ; 
Let all that breathe partake; 
Let rocks their silence break; 

The sound prolong. 

Our father's God, to Thee, 
Author of liberty, 

To Thee we sing ; 
Long may our land be bright 
With freedom's holy light; 
Protect us by Thy might, 

Great God our King. 



God save our splendid men, 
Bring them safe home again, 

God save our men. 
Make them victorious, 
Patient and chivalrous, 
They are so dear to us, 

God save our men. 

The Star Spangled Banner 

The author of this soul inspiring lyric, Francis Scott Key, was 
born August 9, 1780, at Terra Rubra, near Double Pipe Creek, Car- 
roll County, Md., and died in Baltimore, January 11, 1843. His re- 
mains were removed September, 1866, to Frederick, Md., and re- 
interred in Mt. Olivet cemetery. 

Francis Scott Key was a lawyer by profession, and the song which 
has immortalized his name and become national, was composed by 
him while a prisoner on board of the Cartel Ship Minden, witnessing 
the bombardment of Fort McHenry, Md., by the British, between 
midnight and dawn September 13, 1814. The scene which he 
described made his heart sick with anxiety, the warm patriotism 
breathed in the song was not the offspring of fancy or mere senti- 
ment or poetic imagination. He described what he actually saw in 
the dim light of that September morning, and tells us how he felt 
when he could not see the flag through the smoke of battle, and what 
his feelings were when the battle was over and the victory was won 
by his countrymen. Every word came warm from the depths of his 
throbbing heart and filled his soul with thankfulness to the divine hand 
that turned the tide of battle for liberty. 

The song was first published September 21, 1814, in the "Balti- 
more American," and was sung in a tavern adjoining the Haliday 
Street Theater, by Charles Durang, and then in the theater, where 
it took the popular fancy until the entire audience seemed inspired 
by its pathetic eloquence. The song has filled the hearts of citizens 
and soldiers alike with intense enthusiasm and never fails to find a 
patriotic response in the hearts of those who listen to the glorious 
hymn. 

80 



THE STAR SPANGLED BANNER 

O say, can you see by the dawn's early light, 

What so proudly we hailed at the twilight's last gleaming? 
Whose broad stripes and bright stars thro' the perilous fight, 

On the ramparts we watched were so gallantly streaming: 
And the rocket's red glare, the bombs bursting in air ; 

Gave proof through the night that our flag was still there. 
O say, does that Star Spangled Banner yet wave, 

O'er the land of the free, and the home of the brave? 

On the shore dimly seen thro' the mists of the deep, 

Where the foe's haughty host in dread silence reposes; 
What is that which the breeze, o'er the towering steep, 

As it fitfully blows, half conceals, half discloses? 
Now it catches the gleam of the morning's first beam, 

In full glory reflected, now shines in the stream. 
'Tis the Star Spangled Banner ! Oh ! long may it wave, 

O'er the land of the free, and the home of the brave! 

And where is that band who so vauntingly swore, 

That the havoc of war and the battle's confusion, 
A home and a country shall leave us no more? 

Their blood has washed out their foul footsteps' pollution, 
No refuge could save the hireling and slave 

From the terror of death, or the gloom of the grave, 
And the Star Spangled Banner, in triumph shall wave 

O'er the land of the free and the home of the brave. 

Oh, thus be it ever when freemen shall stand 

Between their loved homes and the war's desolation; 
Blessed with victory and peace, may the Heaven rescued land 

Praise the power that hath made and preserved us a nation. 
Then conquer we must, when our cause it is just, 

And this be our motto : "In God is our trust." 
And the Star Spangled Banner in triumph shall wave, 

O'er the land of the free and the home of the brave. 

Frances Scott Key. 

Columbia, the Gem of the Ocean 

Sometimes Called the "Red, White and Blue" 

This hymn is known as the army and navy song, because it is 
adapted to reunions of the two services. The original song was writ- 
ten and composed by David T. Shaw, an actor, under the title "Co- 
lumbia, the Land of the Brave," and was published in 1843. Though 
the name and idea seem to have originated with Shaw, an American, 
the words and music, as printed and sung, are conceded to Thomas A. 
Becket. 

The hymn was sung for the first time in the fall of 1843 at the 
Chestnut Street Theater, Philadelphia, Pa. 

81 



COLUMBIA, THE GEM OF THE OCEAN 

O Columbia ! the gem of the ocean, 

The home of the brave and the free, 
The shrine of each patriot's devotion, 

A world offers homage to thee. 
Thy mandates makes heroes assemble, 

When Liberty's form stands in view, 
Thy banners make tyranny tremble, 

When borne by the red, white and blue, 
When borne by the red, white and blue, 

When borne by the red, white and blue, 
Thy banners make tyranny tremble 

When borne by the red, white and blue. 

When war winged its wide desolation, 

And threatened the land to deform, 
The ark then of freedom's foundation, 

Columbia, rode safe through the storm; 
With her garlands of victory around her, 

When so proudly she bore her brav^e crew, 
With her flag proudly floating before her, 

The boast of the red, white and blue, 
The boast of the red, white and blue, 

The boast of the red, white and blue, 
With her flag proudly floating before her, 

The boast of the red, white and blue. 

The Battle Hymn of the Republic 

The author of this stirring lyric, Julia Ward, daughter of Samuel 
Ward, Esq., was born in New York, May 27th, 1819, and married to 
Dr. S. G. Howe in 1843. 

The Battle Hymn of the Republic was written in Washington 
under the following circumstances: Mrs. Howe, with a party of 
friends, had gone out some distance from the city to witness a mili- 
tary review, and were surprised by a confederate raid, and for some 
moments the wildest excitement prevailed as it was feared their re- 
treat would be cut off. When at last the carriage containing the 
party qi spectators was turned towards Washington, it was driven 
very slowly, with an armed escort on either side, while the ladies sang 
"John Brown's Body" in brave defiance of their late alarm. 

The grand ringing tune deserved noble words and inspired Mrs. 
Howe to wish that she might write them. She was so impr&sed 
with the song on retiring for the night that her wish must have fol- 
lowed her in her dreams. She awoke in the gray dawn of the morn- 
ing with the verses spinning themselves in her mind. Fearing to lose 
them, should she fall asleep again, she arose and in the uncertain 
morning twilight scribbled them off, not looking at the paper under 
her hand. She returned to bed and fell asleep, unconscious that the 
almost illegible scrawl was the one grand hymn of the war, and has 
placed her name among the best of our patriotic writers. 

82 



THE BATTLE HYMN OF THE REPUBLIC 

Mine eyes have seen the glory of the coming of the Lord; 

He is trampling out the vintage where the grapes of wrath are 
stored. 
He has loosed the fateful lightning of His terrible, swift sword; 

His truth is marching on. 



Chorus : 

Glory, glory, hallelujah! glory, glory, hallelujah! 
Glory, glory, hallelujah ! His truth is marching on. 

I have seen Him in the watchfires of a hundred circling camps; 

They have builded Him an altar in the evening dews and damps; 
I can read His righteous sentence by the dim and flaring lamps ; 

His day is marching on. 

He has sounded forth the trumpet that shall never call "retreat" ; 

He is sifting out the hearts of men before His judgment seat; 
Oh, be swift, my soul to answer Him; be jubilant, my feet; 

Our God is marching on. 

In the beauty of the lilies, Christ was born across the sea, 

With a glory in His bosom that transfigures you and me ; 

As He died to make men holy, let us die to make men free, 
While God is marching on. 



God Bless Our Native Land 

Tune: "America" 

God bless our native land! 
Firm may she ever stand, 

Through storm and night: 
When the wild tempests rave, 
Ruler of wind and wave, 
Do Thou our country save, 

By Thy great might. 



For her our prayers shall rise 
To God, above the skies; 

On Him we wait: 
Thou who art ever nigh, 
Guarding with watchful eye, 
To Thee aloud we cry, 

"God save the State!" 

C. T. Brooks (1834) and J. S. Dwight (1844) 
83 



America the Beautiful 

Tune: "Jerusalem, the Golden" 

Oh, beautiful for spacious skies, 

For amber waves of grain, 
For purple mountain majesties 

Above the fruited plain ! 

America ! America ! 

God shed His grace on thee 
And crown thy good with brotherhood 

From sea to shining sea ! 

Oh, beautiful for pilgrim feet, 

Whose stern, impassioned stress, 
A thoroughfare for freedom beat 

Across the wilderness ! 

America ! America ! 

God mend thine every flaw, 
Confirm thy soul in self-control, 

Thy liberty in law ! 

Oh, beautiful for heroes proved 

In liberating strife, 
Who more than self their country loved, 

And mercy more than life ! 

America ! America ! 

May God thy gold refine, 
Till all success be nobleness, 

And every gain divine ! 

Oh, beautiful for patriot dream 

That sees beyond the years 
Thine alabaster cities gleam 

Undimmed by human tears ! 
America ! America ! 
God shed His grace on thee ; 
And crown thy good with brotherhood 

From sea to shining sea ! 

Katharine Lee Bates. 



84 



Quotations 

One God, one country, one destiny. This is the gospel of Ameri- 
can nationality. Wendell Phillips. 

Citizenship has its duties as well as its privileges. 

Benjamin Harrison. 

Our country — the strongest, richest, freest, happiest of the nations 
of the earth. George Frisbie Hoar. 

An indissoluble union of indestructible states, one flag, one count- 
try, one destiny ! • Daniel Webster. 

Above all, we must stand shoulder to shoulder for the honor and 
greatness of our country. Theodore Roosevelt. 

The American Republic was established by the united valor and 
wisdom of the lovers of liberty from all lands. 

Daniel W. Voorhees. 

The sheet-anchor of the Ship of State is the common school. 

Chauncey M. Depew. 

Thou, too, sail on, O ship of state ! 
Sail on, O Union, strong and great ! 
Humanity, with all its fears, 
With all the hopes of future years, 
Is hanging breathless on thy fate. 

Henry W. Longfellow. 

The Declaration of Independence is the grandest, the bravest, and 
the profoundest political document that was ever signed by the repre- 
sentatives of the people. Robert G. Ingersoll. 

We join ourselves to no party that does not carry the flag and 
keep step to the music of the Union. Rufus Choate. 

Liberty and union, now and forever, one and inseparable. 

Daniel Webster. 

Millions for defense, but not one cent for tribute. 

Charles Colesworth Pinckney. 

To be prepared for war is one of. the most effectual means of 
preserving peace. George Washington. 

It is my living sentiment, and, by the blessing of God, it shall be 
my dying sentiment, independence now and independence forever. 

John Adams. 

The struggle of today is not altogether for today. It is for a vast 
future also. Abraham Lincoln. 

Americanism is a question of spirit, conviction, and purpose, not 
of creed or birthplace. Theodore Roosevelt. 

85 



Love of country is an elemental virtue, like love of home, or like 
honesty or courage. Theodore Roosevelt. 

Peace and order and security and liberty are safe so long as love 
of country burns in the hearts of the people. William McKinley. 

I was born an American : I will live an American : I shall die an 
American. Daniel Webster. 

The Constitution, in all its provisions, looks to an indestructible 
Union composed of indestructible States. Salmon P. Chase. 

God reigns, and the Government at Washington still lives. 

James A. Garfield. 

If anyone attempts to haul down the American flag, shoot him on 
the spot. Gen. John A. Dix. 

One flag, one land, one heart, one hand, one nation ever more! 

Oliver Wendell Holmes. 

A star for every state, and a state for every star. 

Robert C. Winthrop. 

If we are true to our country, in our day and generation, and 
those who come after us shall be true to it also, assuredly shall we 
elevate her to a pitch of prosperity and happiness, of honor and power, 
never yet reached by any nation beneath the sun. 

Col. Geo. T. Balch. 

I will face the enemy until I die. Gen. Nicholas Herkimer. 

Patriotism is not the mere holding of our flag unfurled, but mak- 
ing it the goodliest, grandest, and greatest in the world. W. F. 

Every good citizen makes his country's honor his own, and cher- 
ishes it, not only as precious, but as sacred. He is willing to risk his 
life in its defense, and is conscious that he gains protection while he 
gives it. Our Federal Union — it must be preserved. 

Andrew Jackson. 

I repeat it sir; we must fight! An appeal to arms and to the 
God of Hosts is all that is left us. 

There are two freedoms, the false, where a man is free to do 
what he likes ; the true, where a man is free to do what he ought. 

Charles Kingsley. 

The kindred blood which flows in the veins of American citizens, 
the mingled blood which they have shed in defense of their sacred 
rights, consecrate this union. James Madison. 

"Shoot if you must, this old gray head, 

But spare your country's flag," she said. Whittier. 

I do not believe in luck in war any more than luck in business. 
Luck is a small matter ; it may affect a battle or a movement, but not a 
campaign or a career. 

86 



Under God we are determined that wheresoever, whensoever, or 
howsoever we shall be called to make our exit, we will die free men. 

Josiah Quincy. 

I love my country's good, with a respect more tender, more holy 
and profound, than my whole life. Shakespeare. 

I love freedom better than slavery. I will speak her words ; I will 
listen to her music ; I will acknowledge her impulses ; I will stand be- 
neath her flag; I will fight in her ranks; and when I do so, I shall 
find myself surrounded by the great, the wise, the good, the brave, 
the noble, of every land. E. D. Baker. 

Let our object be our country, our whole country, and nothing 
but our country; and, by the blessing of God, may that country itself 
become a vast and splendid monument, not of appreciation and terror, 
but of wisdom, of peace, and of liberty, upon which the world may 
gaze with admiration forever. 

There is great need of educated men in our public life, but it is 
the need of educated men with patriotism. Grover Cleveland. 

The real and true patriot is not the man that seeks after vainglory, 
but he who tries to make his country better by his conduct, and his 
way of living, and is proud of his country and people, and does what 
is needful to uphold and maintain the law. Rev. E. C. Balles. 

Our flag carries American ideas, American history and American 
feelings. Beginning with the colonies, and coming down to our time, 
in its sacred heraldry, in its glorious insignia, it has gathered and 
stored chiefly this supreme idea: Divine right of liberty in man. 
Every color means liberty; every form of star and beam or stripe of 
light means liberty; not lawlessness, not license, but organized insti- 
tutional liberty — liberty through law, and law for liberty. It is a 
whole national history. It is the Constitution. It is the Government. 
It is the free people that stand in the government on the Constitution. 

Rev. Henry Ward Beecher. 

Death never comes too soon, if necessary in defense of the liber- 
ties of our country. Judge Story. 

The American patriot has a different object in life from the 
Athenian patriot, or almost any other kind of patriot who ever lived 
before our government was founded. These other patriots defended 
themselves and their own children; they fought to hold their own 
power and the privileges of their own class. The American patriot 
lives for the commonwealth. He does not defend merely his own 
rights ; he does not vote for his own rights or his own interest. Show 
him what is best for all the people. He stands to defend and serve 
them. So Washington and Lincoln and the men who died in the Civil 
War, urge. What American youth will not heed this heroic call ? 

Chas F. Dole. 

87 



Club and Lyceum Work 

Many of the people of this country read quite broadly. Some are 
fond of discussion. But a large majority read only a few papers, 
many of which are limited or partisan in viewpoint. These same 
people are often diffident and seldom enter into any discussion because 
they feel the lack of knowledge, or because the only place where such 
discussion is carried on is remote or pre-empted by loafers. 

In a republic it is absolutely essential that the people be broadly 
intelligent on the questions of the day; that the views of all parties 
and classes of people be considered and that much thought and dis- 
cussion be given to new ideas in order to winnow the wheat from 
the chaff. 

Many times these new ideas can be obtained only from speakers 
representing new causes, or from books not in common circulation. 
The ideas obtained from these sources need to run the gauntlet of 
opinion. The thinker, the reader, the dreamer, the common worker 
and the practical business man should all weigh these ideas, discuss 
them freely, and draw a conclusion based on the best thought of all. 

Need of Clubs — In order to have such discussion, communities 
should organize, obtain the use of some public building, send for read- 
ing material and speakers, and nominate leaders of discussion. Such 
organization is absolutely essential to the steady, continuous, intellect- 
ual growth of the adults of the United States and the nation. 

These clubs often are organized to serve one particular purpose, 
in the main, but in connection with that particular topic, many other 
topics are handled. 

No man or woman in Minnesota need want for organization asso- 
ciations. Every man and woman should be affiliated with some or- 
ganization which h^s problems like theirs to solve. 

A list of Minnesota organizations is given below, from which 
first-hand information along its respective line may be secured. Ad- 
dresses of these societies may be obtained from the University Farm 
School. No attempt has been made to arrange them in order of im- 
portance or otherwise. 

The necessity of the situation is steadily growing and prompt or- 
ganization of this type will lead to greater service and efficiency. 

Farmers' Clubs. 

Society of Equity. 

Minnesota Horticultural Society. 

Minnesota Crop Improvement Association. 

Livestock Breeders' Association. 

State Agricultural Society. 

Potato Growers' Association. 

Vegetable Growers' Association. 

Poultry Association. 

88 



Bee-keepers' Association. 

Besides these clubs we find other general improvement clubs as: 

Community Councils for general community improvement. 

Parents' and Teachers' Clubs — school improvement. 

Mothers' Clubs — for improvement in the home. 

Mutual Welfare Societies (for foreign or foreign and native 
communities, to acquaint the foreigner with American conditions and 
develop foreign leadership). 

Books for the above work may be obtained from the Agricul- 
tural Extension Division, and from the State Library Commission. 
Speakers may be obtained from the University of Minnesota and 
the State Safety Commission. 

In order to reach the main department of the University of Min- 
nesota, address Minneapolis. The Agricultural Department may be 
reached by addressing University Farm, St. Paul, Minn. Teachers 
of all grades are "first aid" in information service. 

Just now, in connection with the war, we have many patriotic 
organizations, such as Loyalty Clubs, etc. Information in regard to 
them may be obtained from the Commission of Public Safety, H. W. 
Libby, Civic Co-operation Secretary. 



COMMUNITY COUNCILS 

In connection with the County Public Safety Association, an 
organization of Patriotic Community Councils would be an excellent 
thing. This Council should co-operate with the State and County 
Public Safety Association and the National Council of Defense. The 
National Government recommends the creation of such a Community 
Council in each school district, said district being a non-political unit 
and a natural community center, supplying a meeting place through 
which both adults and children could be reached. 

The constitution, by-laws, and the election or appointment of offi- 
cers should be subject to the approval of the County Public Safety 
Association and the committee chairmen of the local organization 
should consult and co-operate with the chairmen of the various county 
committees representing the same type of work. 

This Community Council could hold rallies, secure speakers, help 
distribute educational and patriotic literature and see that both com- 
munity and school have the proper instruction in regard to the latest 
war conditions. 

At these meetings, reports could be made by the committees, or- 
ganizations, and individuals who are doing the war work. Here the 
community war problems could be discussed and the necessary war 
work planned. 

This Council should consider itself a co-ordinating agency and a 
clearing house for the war work of the churches, fraternal societies, 
clubs, schools and other organizations and individuals of the com- 
munity. There should be no duplication or replacement of the work 
of existing organizations, but every effort should be made to make 
this work run smoothly and effectively. 

89 



This body should assist the County Councils or County Safety 
Associations in carrying out the national program for food conserva- 
tion and production, and Americanization. It could help safeguard 
the districts through school and community sanitation, and care for 
the children's health through health inspection by county nurses and 
general welfare work. 

This Community Council could also organize for fire and police 
protection, and see that proper storage is offered for food and grains. 
At the same time they could study last year's food production and 
its consumption, devise means for providing within the community 
the articles usually imported, and so educate the citizen as to elimin- 
ate community food waste and cut down community food consump- 
tion. 

They could also plan co-operative community work and consider 
the establishment of community agricultural conferences, community 
labor, seed and implement exchanges, canning centers, community 
markets, etc. 

The labor situation must also be considered, especially in its rela- 
tion to the children, and the Council should see that every child is in 
school and yet gives all the help possible at home. The necessity of 
all children, but especially the foreign child's attendance at school in 
connection with his future citizenship should be considered, and his 
daily attendance at school made compulsory until he has at least mas- 
tered the essentials of reading and writing the English language. The 
work of the Red Cross and its Junior Auxiliary should be so planned 
as to obtain the largest returns possible and yet distribute the work 
without hardship for any individual. 

Community Thrift should be studied and everything possible done 
to eliminate any unnecessary duplication of labor and its consequent 
waste of money and energy. The fuel situation should be canvassed 
and arrangements made for economy and service. With this, plans 
for relieving freight congestion through prompt unloading of cars, 
co-operative shipping and buying by carload, should be made, and full 
co-operation established between the community, the county agent 
and the county director. 

Community subscription should be handled entirely by the Coun- 
cil, and they should take charge of "drives" or campaigns for Soldiers' 
Libraries, Liberty Loans, War 'Savings Stamps, Red Cross, Y. M. C. 
A., etc. Their agents should have authorization slips or buttons so 
that any one soliciting without authorization, or connection with the 
work, could be detected. 

These Councils would also find much else to be done by consult- 
ing with the County Public Safety Association and doing everything 
possible to aid the soldiers, the exemption boards and the Red Cross 
in soldiers' relief. 



90 



SUGGESTIONS FOR ORGANIZED CLUB WORK IN COUNTRY 

COMMUNITIES 

The following is a list of subjects for study that will help enlarge 
the knowledge of the average citizen in connection with the most vital 
questions of the community. 

Speakers, or the places where information may be obtained, are 
indicated in connection with the general heading in italics. 

1 — Farmers' Problems. Problems for discussion in Farmers' Clubs. 
Agricultural Extension Dept., University Farm, St. Paul, Minn. 
(See Institute Manual). 

2 — Health. County Health Officers, State Board of Health, Minne- 
sota Public Health Association. 

(a) Protection of Community Health. 

1 — Care of Body: Of individual. 

2 — Care of Food: Discussion of; Selection of ; Preserva- 
tion of groceries, vegetables, meat, milk, etc. 

3 — Care of Water: Kind of Well; Curbing; Prevention of 
Contamination. 

4 — Care of Air. Methods of Ventilation. 

5 — Light: Need of Sunshine. 

6 — Care of Clothes : Methods of Cleansing. 

7 — Care of Children. 

8 — Care of Home (see Outline of Home & Farm Survey, 
page 47). 

9 — Care of Barn : General Sanitation ; Protection of Cat- 
tle, etc. 
10 — Epidemics, Cause and Extent; Special Discussion of 

Fevers, Catarrh, Tuberculosis; State Sanitariums. 
11 — Quarantine, Necessity of; State Laws. 
12 — Necessity of Recreation: Relaxation of Used Muscles; 
Dangers of Trade Diseases and Deformities; Prevent- 
ative Exercises. 

(b) Community Play. Extension Dept., University of Minne- 
sota, Minneapolis. 

1 — Organization of indoor sports. 
2 — Organization of outdoor sports. 

(c) Need of County Nurse. Minnesota Public Health Associa- 
tion; Miss Amalia Bengston, Olivia, Minn. 

(d) Services of Town and County Health Officers. 
Note — Study page 40 of this pamplet. 

3 — Transportation Problems. Extension Dept., University of Min- 
nesota, Minneapolis; Railroad and Warehouse Commission, Capi- 
tol, St. Paul; Publicity Agent for local railroad; County Surveyor. 

(a) Railroads. 
1— Work of. 

2 — Railroad Charges. 

3 — Effect on Country's Imports and Exports. 

(b) Highways. 

1— Rules of Highway ; Traffic Laws. 
2 — Methods of Obtaining Highways. 

91 



-School Board. County Superintendent, City Superintendent, State 
Department of Education. 
a — Powers of. 
b — Support of School. 
c — School Revenue. 

d — Compulsory Attendance Law; Consolidation. 
e — Traveling Libraries. 
5 — Townships. Township Officers, County Auditor, County At- 
torney. 

(a) Organization. 

(b) Powers of (health, road work, general government). 

(c) Officers. 

1 — Powers of Officers. 
2— Pay. 
6— County. Extension Dept., University of Minnesota, Minneapolis. 
Minn. 

(a) Organization. Chairman of County Commissioners, State 
Auditor's Office. 
1 — Boards (powers of). 
2 — Officers (powers of), 
a — Auditor, 
b — Treasurer, 
c — Clerk of Court, 
d — Register of Deeds, 
e — Probate Judge, 
f— Sheriff, 
g — Surveyor, 
h — Coroner. 
. i — Superintendent of Schools, 
j — County Attorney. 

Not 6— Any of these, officers can give the people a 
much larger understanding of county work. 
7 — Citizenship. Extension Dept., University of Minnesota, Minne- 
apolis, Minn. 

1 — Process of Becoming Citizen. 
2 — Advantage of Citizenship. 
3 — Duties of Citizenship. 
A — Needed changes in Law. 
8 — Taxation. County Auditor. 
1 — Township. 
2 — Assessors. 

3 — Board of Equalization, etc. 
9 — Insurance. Insurance men of town, State Insurance Commis- 
sioner. 
1— Life. 
2 — Property. 

3 — What is the best method of fire protection in home? In barns? 
A — Organization of Farmers' Mutual Insurance Companies. 
5 — Soldiers' Insurance. 
10 — Police Protection: From Trespass, Tramps; Care of Loose Ani- 
mals, Dogs, etc. 

92 



11 — City or Village and Its Relation to Farmers. Extension Division, 
University of Minnesota, (Necessity for co-operation as key- 
note. ) 

(a) Trade. Merchants, Elevator Men, Heads of Creameries. 
1 — Merchants' View of Conditions. 

2 — Farmers' View of Conditions. 

3 — Service of Elevators and Creameries. 

A — Practical Solution of Trade Problems. 

(b) Postoffce and Rural Free Delivery. Postmaster or Carrier 
on Rural Free Delivery. 

1 — Classes of Mail. 

(a) Postal. 

(b) Letter (Registered, Special Delivery). 

(c) Circulars. 

(d) Parcels. 

2 — Cost of Postage (zone system, etc.) 
3 — Postal Savings Bank and War Savings Stamps and Cer- 
tificates. 
A — Rural Free Delivery. 
5 — Mail Service and its Relation to Roads. 

(c) Banks. Local Bankers. 

( 1 ) Bank Account — Saving — Checking. 

(2) Loans. 

(d) Farm Loan Banks. Head of County Association. 

(e) Loan and Trust Companies. 

(f) Schools. County Superintendent; City Superintendent. 
1 — Organization of Town Schools. 

2 — Town School Taxes. 

3 — Attendance of Country Children. 

A — Tuition. 

(g) Libraries. Town Librarian, or Miss Clara Baldwin, State 
Library Commission, St. Paul, Minn.; Miss Martha Wilson, 
Department of Education, the Capitol, St. Paul, Minn. 

1 — Service. 
2 — How Supported. 
3 — Value to Farmers. 

A — How Could Service to Farmer be Improved? 
12 — Our Country, The United States. Extension Dept., University of 
Minnesota, Minneapolis, Minn. 

(a) Service of Industries and Governing Departments. 
1 — Agriculture; Homestead Laws. 

2 — Mining. 
3 — Lumbering. 
A — Manufacturing. 

5 — Commerce; Imports and Exports; Commission Mer- 
chants, etc. 
6 — Transportation. 

(b) Comparison with Foreign Countries in Climate, Production, 
Educational and Government Systems, Future Possibilities, 

(c) Growth of the United States. 

(d) Study of Prominent Men and Organizations. 

(e) Needed Changes in Transportation and Industrial Laws. 

93 



13 — Labor Situations in all Industries. Extension Division, University 
of Minnesota, Minneapolis, Minn. 

(a) Methods of Production. 

(b) Complete Cost. 

1 — Cost of Equipment and Plant. 
2 — Cost of Raw Material and its Transportation. 
3 — Cost of Labor used to Develop Raw Material into fin- 
ished. 
4 — Cost of Delivery and Transportation of Product. 
5 — Cost of Middlemen. 

(c) Type of Labor. 

1 — White: Masculine; Feminine. 
2— Black. 

(d) Prices Paid for Completed Product. 

14 — Conservation and Production. Agricultural Extension Dept., Uni- 
versity of Minnesota, St. Paul. 
(a) Materials. 
1 — Food. 
2 — Clothing. 
3 — Minerals. 

Study each by the following outlines : 

Outline 

1 — Places produced in world in peace, where produced now. 
2 — Amount needed by world in peace, amount needed now. 
3 — How can needed amount be obtained? 
4 — Railroad service. 
5 — Steamship service. 

15 — War Service in the United States. Extension Bureau of Univer- 
sity. 

a — In the Home, 
b — In the School. 
c — Social Organizations. 

d — Business Organizations. Extension Dept., University of Min- 
nesota, Minneapolis. 

(1) Service of Industries. (See Topic 14.) 

(2) Service of Financial Organizations. 

(3) Insurance. 

(4) Medical and Nurse Service. 

(5) Red Cross, Y. M. C. A., Y. W. C. A., Knights of Co- 
lumbus, etc. 

e — Government Organizations. Loyalty League; Extension De- 
partment, University of Minnesota, Minneapolis. 

(a) Civil Service. 

(b) National Council of Defense. 

(c) State Safety Commission. 

94 



(d) Army. 

1 — Drafts Wards. 

2 — Training Camps. 

3 — Infantry. 

A — Artillery. 

5 — Engineers. 

6 — Cavalry. 

7 — Signal Corps. 

(e) Navy. 

(f) Aviation. 

GENERAL QUESTIONS FOR DISCUSSION AND PAPERS 

1— rHow are assessments made? 

2 — When are taxes to be paid? How and where? 

3 — How can taxes be rebated? 

4 — How can help be obtained for county poor? 

5 — What process is followed to obtain a township road? A county 

road? A county ditch? A state ditch? A judicial ditch? 
6 — When is township money due, and how obtained? 
7 — How is an estate settled? 
8 — What provision should every man make to protect families from 

loss in case of death? (Ask Judge of Probate). 
9 — What are the different forms of school government? 
10 — How would a change from one form to another be obtained? 
11 — When are school revenues due and from what sources? 
12 — How could the school system be improved? Road system? 
13 — What does a farmer get out of amount paid in taxation? (An 

enumeration of benefits derived). 
14 — What more should he get? 
15 — What improvement in service could be obtained and what would 

be its cost in mills ? 
16 — What is meant by single tax system? 
17 — What is the difference between endowment, ordinary life, and 

mutual benefit assessment life insurance policies-? 
18 — What is the difference in interest on $100.00 in Postal Savings 

Bank, in War Savings Certificates, and the local bank? 
19 — What is the cost to the town of the country child's attendance 

at town schools ; to the country ? 
20 — (a) What is needed to improve Rural Free Delivery? 

(b) How can that improvement be obtained? 
21 : — If a local merchant gave no credit to farmers, could he sell at 

mail-order house prices? 
22 — Is a county nurse needed? 

23 — Would a ten-hour day be practical on the farm? 
24 — Do farmers need recreation? 

25 — Why are we dependent on foreign ships for commerce? 
26 — How can our shipping be improved? 
27 — What are the rights of the negroes in the labor problem? 
28 — What are the advantages or objections to government ownership 

of railroads? 
29 — Why do we have car shortage? 

30 — What are the great changes brought about through modern war- 
fare ? 

95 



Conservation and Hoover Problems 

Go back to the simple life, be contented with simple food, 
simple pleasures, simple clothes. Work hard, pray hard, play hard. 
Work, eat, recreate and sleep. Do it all courageously. 

We have a victory to win. 

— HOOVER. 

The world's food supply is now known. America has plenty, 
and to spare, if we use it wisely. The Allies in Europe have not 
enough to eat. They and their children will starve if we do not send 
them food. They lack wheat, meat, butter, milk and sugar. Their 
fields are trampled over by armies ; their cattle have been driven away, 
or else have been killed and used as meat, because there was no food 
for them. Consequently, the children have no milk, butter or cheese. 
There are only the mothers, the old men and the little children to take 
care of the crops, so they have very little grain of any kind. 

In Poland there are no children under eight years of age; they 
have starved to death. In Armenia, men, women and children are 
dying because they have no food. In France and Belgium the little 
children are not growing, but are puny and sickly because they have 
neither enough, nor the right kind of food. 

There is not a boy or girl in the State of Minnesota who will not 
gladly help these children, when he or she knows how to help. We 
must not eat less food, but we must eat other foods than those to 
which we have been accustomed; and we must not waste food — not 
even a crust of bread, a tiny bit of butter, or a scrap of meat, fat or 
lean. 

France and England received their sugar and butter from other 
countries before the war. These countries are now either at war with 
them, or can not send supplies because there are no ships. France 
also harvested less than a 50 per cent crop of grain in 1917, and is 
practically dependent on the United States for food. England does 
not normally produce much of her bread grains and must import them 
largely. Russia is now known to be short of food, instead of having 
large stores as has been assumed. Italy is short of bread materials, 
meat, fats and sugar. 

CONSERVATION 

Our Problem — To send the Allies as much food as we can of the 
most concentrated, nutritive value, in the least shipping space. The 
foods are Wheat, Beef, Pork, Dairy Products and Sugar. 

Our Solution — To eat less of these products and more of other 
foods of which we have plenty ; to waste less and to produce more of 
all foods. 

96 



Wheat — These poor people and our soldiers in France need more 
Tvheat for bread. Ground corn and oats spoil in shipping, and the 
Europeans have no machinery with which to grind corn. Corn and 
oat meal, rye and barley, and potatoes take the place of wheat flour. 
We can use Johnny cake, corn muffins and rye instead of white bread. 
We know how to make delicious dishes of corn meal ; Europeans do 
not. We can use corn meal mush, oat meal and cream of rye and 
barley instead of wheat breakfast foods. We can eat potatoes and 
other vegetables instead of an extra slice of bread. We can eat fruit 
pucfdings instead of pie. 

If every boy and girl in the State of Minnesota did these things, 
we could have thousands of bushels of wheat to send across the 
ocean. 

Meat — We cannot easily ship fish, poultry, game, eggs, etc.,. but 
we can eat them and save other meat for the people in Europe. We 
can also eat beans, peas, nuts and cheese, from which we get much 
the same strength as from meat. Every child should have at least 
one whole pint of milk every day. It is necessary for the growth of 
children, and it will help save the meat. One pint of milk is equal 
to one-fifth of a pound of meat. 

We have very few animals to spare, so every boy and girl should 
try to raise some poultry, a calf, sheep, or pig, next summer. 

Eat no beef, mutton or pork on at least two days in each week. 
Eat fish, poultry, game, eggs, cheese, beans and peas, in order that 
the Allies may have beef, mutton, or pork once a week. Use plenty 
of milk. 

Fats — Use butter as usual, on bread ; but do not waste the tiniest 
bit. Remember that the children in Belgium and France need butter. 
No butter, and little animal fat should be used in cooking. Vegetable 
oils and fats, such as olive oil, corn, peanut and cottonseed oil may 
take their place. Waste no scraps of fat or grease of any kind. Grease 
is used in making ammunition, and also for soap, which is so much 
needed in hospitals. Fat is very scarce and greatly needed, so be very 
careful about any waste of either grease or soap. The following 
table may prove useful to the ladies of the community: 

Quantity Material Equivalent 

1 tablespoon oleomargarine 1 tablespoon butter 

1 tablespoon commercial fat compound 1 tablespoon butter 

1 tablespoon chicken fat (clarified) 1 tablespoon butter 

1 tablespoon goose fat - 1 tablespoon butter 

1 tablespoon fat from, beef and mutton (clarified) 1 tablespoon butter 

14 tablespoons lard 16 tablespoons butter 

14^ tablespoons hardened vegetable fat 16 tablespoons butter 

1 cup grated chocolate in cake 3 tablespoons butter 

1 cup cream, thin 3 tablespoons butter 

1 cup cream, whipping (40 per cent) 6 tablespoons butter 

2 cups, 5 tablespoons suet, chopped 16 taplespoons butter 

Sugar — People can not work well or easily, without sweets. The 
supply of sugar in France is almost exhausted, while the people in 
the United States use, per day, eight tablespoons, or four ounces each. 
Can we not eat honey, corn or maple syrup instead, and each save at 
least two tablespoons of sugar per day for the children of France? 

97 



Syrup makes delicious candy. We should eat no sugar candy, 
drink less lemonade and soda water in the summer time, use less 
sugar in our food, and so save the two tablespoons a day for the little 
children who need it so badly. 

Sugar can be saved for the Allies if it is remembered that one 
cup of sugar is equaled by : 

li cups maple #yrup 
li cups molasses 
H cups corn syrup, or 
1% cups honey * 

Is there any child who cannot' deny himself something? Who 
cannot help to eliminate waste? Who cannot sacrifice to send 
food and Red Cross supplies to the soldiers who are ready to lay 
down their lives that the boys and girls in this land may have their 
homes, their rights, and their liberty? 

Many children in America are helping to fight the war by saving 
food for our Allies. Our Allies need more wheat, fat, meat and 
sugar. A potato with gravy, can be substituted for a piece of bread. 
Honey or syrup can be substituted for sugar. Olive oil and vegetable 
oils can be substituted for butter and animal fats. Beans, vegetables, 
milk, cheese, nuts, poultry, may be substituted for beef, pork or veal. 

Bake, boil and broil more; fry less. 

Food is ammunition; don't waste it. 

Save a loaf a week; help win the war. 

Use more corn. 

Use more fish and beans. 

Use just enough fat. 

Use syrups in place of sugar. 

Practice the gospel of the clean plate. 

Do not eat between meals. 

Watch out for waste- in community. 

Production — Every boy and girl can not only help to conserve 
food, but can promote the health of the family as well, by raising 
gardens of vegetables and fruits of all kinds for eating fresh, for 
drying, and for canning. Mother needs help in order to can all that 
will be needed, and boys and girls should help by doing part of the 
canning and drying. 

Meat, leather, and wool are badly needed by the army, and any 
animal raised will be a help to Uncle Sam. 

All our clothing can be saved through care. It can be made 
over, patched and mended, and so save the wool and leather for the 
manufacturers to make clothing for the soldiers. 

The money saved may also be used to help the Red Cross buy 
materials needed in hospitals. 

We should be careful to conserve our supply of coal. It comes 
from a distance and the railroads are needed for war purposes. 

The amount of saving and conservation that can be done by 
individuals and communities is well illustrated by some of the prob- 
lems here given. 

98 



HOOVER PROBLEMS 
Third Grade 

Children in France need sugar — 
Will you help to save it? • 

1. Mary needs three tablespoonfuls of sugar a day. She eats 
two tablespoonfuls of sugar on her oatmeal, . four tablespoonfuls of 
sugar in her cooked food, and two tablespoonfuls of sugar in her 
candy. In one day, how many more tablespoonfuls of sugar does 
Mary eat than she really needs ? 

2. Each day Alice used two tablespoonfuls of syrup instead of 
two tablespoonfuls of sugar, in order to save two tablespoonfuls of 
sugar for a little child in France. How many tablespoonfuls of sugar 
did she save in seven days? 

People in Europe need flour for bread — 
Your waste means their hunger. 

3. Edith wished to save bread to help ou,r soldiers. Each day 
she ate two extra potatoes with gravy, instead of two slices of bread. 
In one week, how many slices of bread did Edith save for the soldiers ? 

Soldiers need meat and butter. If you eat meat 
and butter every day, they must go without. 

4. John's family eats three pounds of meat each day. They 
plan to eat fish or eggs, instead of meat, two days of each week. How 
many pounds of meat will they save in one week? How many pounds 
of meat will they save in one month? 

5. Mary bought no candy or gum for one week, and so saved 
twelve cents for the Red Cross. The Red Cross bought gauze at four 
cents a yard. How many yards of gauze did Mary's twelve cents buy? 

6. John puts two teaspoonfuls of sugar in his oatmeal. John's 
father puts three teaspoonfuls of sugar in his coffee. In one day, 
how many teaspoonfuls of sugar could be saved for the little Belgian 
children, if John used one teaspoonful of sugar in his oatmeal and 
his father used one teaspoonful of sugar in his coffee? 

7. A soldier eats six tablespoonfuls of sugar each day. Edith 
saves two tablespoonfuls of sugar a day. In how many days will 
Edith save enough sugar to feed a soldier all the sugar he needs for 
one day? 

8. A woman uses three cupfuls of wheat flour to make one 
loaf of bread. She wishes to save flour for our soldiers, so she uses 
two cupfuls of flour and one cupful of barley flour for each of her 
loaves. How many cupfuls of wheat flour does she save in making 
eight loaves of bread? 

9. Each pupil in your school can save two teaspoonfuls of but- 
ter each week by eating jam or syrup on his bread instead of butter. 
How many teaspoonfuls can all the pupils of your school save in one 
month? 

10. By leaving butter on their plates and throwing away buttered 
bread,' Alice and John each wasted one teaspoonful of butter each 
day. If they used only the butter they .needed, how many teaspoonfuls 
of butter could they save for the little children of Europe in one week? 

99 



Fourth Grade 

Your wasted crusts would help to feed 
a hungry child in Europe. 

1. John, Edith and Alice do not eat their crusts and each wastes 
one slice of bread per day. How many slices do they all waste in 360 
days? 

2. There are twelve slices in one loaf of bread. How many 
loaves of bread do John, Edith and Alice waste in 360 days? 

3. By eating potatoes and oatmeal instead of bread, Mary saves 
six tablespoonfuls of flour a day. How many tablespoonfuls of flour 
does she save in one week? How many tablespoonfuls of flour can 
she save during the month of March? 

4. Sixteen tablespoonfuls of flour fill one cup. How many cup- 
fuls of flour does Mary save in one year? (Three cupfuls of flour 
make one loaf.) In one year, how many loaves of bread does Mary 
save ? 

5. A family eats two pounds of meat each day. The family 
plans to eat fish, eggs or beans, instead of meat, two days every week. 
How many pounds o*f meat will this family save in eight weeks? 

Mother would save sugar and fat — 
Will you help her? 

6. By boiling and baking, instead of frying food for her family, 
a mother saves three tablespoonfuls of fat each day. How many table- 
spoonfuls of fat does she save in one month? 

7. A soldier is allowed two tablespoonfuls of fat in one day. 
How long would the fat saved (see Problem 6) supply a soldier with 
all the fat he is allowed? 

Will your penny help the Red Cross? 

8. Each of the children in a school of twenty pupils planned, by 
giving up candy and gum, to buy a comfort kit for a soldier. If the 
comfort kit cost two dollars, how many pennies did each child have to 
save? 

9. A little girl picked three quarts of wild raspberries. She 
sold them at 15 cents a quart and gave her money to the Red Cross. 
How many head bandages at 15 cents each could the Red Cross buy 
with it? 

10. A child in America eats, on an average, eight tablespoonfuls 
of sugar a day. A child in France receives only two tablespoonfuls 
in all his food for one day. Alice saves one tablespoonful each day 
by eating syrup on her oatmeal instead of sugar. In one year, how 
many tablespoonfuls of sugar does Alice save? How many little 
French children could be supplied with sugar for one day from this 
amount ? 

Fifth Grade 

Uncle Sam has a big job. 
1. The United States and Canada had 100,000,000 bushels of 
wheat left over from last year. This year the United States raised 
656,000,000 bushels and Canada raised 250,000,000 bushels.' How 
much wheat did Canada and the United States have together? 

100 



2. This year the United States and Canada will need 550,000,000 
bushels of wheat for flour; 90,000,000 bushels of wheat for seed; 
10,000,000 bushels of wheat for other industries, and 50,000,000 bush- 
els of wheat to carry over. How many bushels will we have left to 
export to our Allies? (Refer to Problem 1.) 

3. The United States asks each person to save for the Allies, 
one pound of wheat flour a week, by eating, instead, one pound of 
corn meal or some other cereal. In 360 days, how many barrels of 
flour will we save? (There are 100,000,000 people in the United 
States.) 

4. We need flour for the Allies. Each person in the. United 
States eats five pounds of wheat flour per week. How many pounds 
does he eat in one year? If he should eat one-fifth less than he now 
eats, how many pounds of flour could he save for his Government in 
one year? How many barrels? 

Will you help "Uncle Sam"? 

5. There are 3,000,000 loaves of bread made in Minnesota in 
one day. By using oatmeal, cornmeal, or potatoes, instead of flour, 
we can save one-half cup (or one-eighth pound) on each loaf of 
bread. In this way, how many cups of wheat flour could Minnesota 
save every day? How many pounds? How many barrels? 

6. There are 465,000 families in Minnesota. Let us suppose 
each family in this state planned to save two slices of bread each day. 
How many loaves of bread could they save in one day? (Allow 12 
slices to one loaf.) 

7. Suppose each pupil in your school planned to save four slices 
of wheat bread a week, by substituting some other cereal for wheat. 
How many loaves of wheat bread could they all save for the starving 
French children in one year? 

8. William eats one-fifth pound of meat each day. He plans 
to eat either beans or cheese, or nuts, instead of meat, two days each 
week. What part of a pound will William save for the soldiers in 
one week ? How many pounds will William save in one year ? 

9. Each person living in the United States eats an average of 
one-fifth pound of meat each day, but plans to go without meat two 
days each week. How many extra pounds of meat will the United 
States be able to send to our Allies next year ? 

Food is needed to win the war — Save it. 

10. On an average of once a day, a boy wastes one-half ounce of 
fat by leaving it on his plate. How many pounds of fat does he waste 
in this way in one year ? 

11. If each pupil in your school wasted one-half ounce of fat 
each day, how many pounds of fat would all the pupils waste in one 
month of 30 days? How many pounds of fat would all the people 
in the United States waste? (See Problem 3.) 

12. A soldier is allowed one and one-fifth ounces of fat per day. 
How many days would the wasted fat (see Problem 11) furnish one 
soldier all the fat he is allowed? 

101 



13. By not eating the crusts of her bread, Mary wastes on an 
average of two-thirds of a slice of bread each day. How many slices 
of bread does Mary waste in 360 days? How many loaves of bread 
does Mary waste? 

Do you waste as Mary did? 

14. If bread is ten cents a loaf, how much money does Mary 
waste? (See Problem 13.) Suppose this money were given to the 
Red Cross, how many pairs of socks at 30 cents per pair would it buy? 

15. A family of five used, altogether, 30 tablespoonfuls of sugar 
in their food each day. By eating syrup they each plan to save a half 
teaspoonful of sugar each day. How many tablespoonfuls of sugar 
will this family save in one year? 

16. Two tablespoonfuls of sugar are equal to one ounce. How 
many ounces of sugar will this family save next year? How many 
pounds. (See Problem 15.) 

17. John ate one- third pound of meat each day. Since there is 
not enough meat to give the Allies all they need, he plans to eat one- 
eighth pound of meat less each day. What part of a pound will John 
then eat each day? How many pounds of meat will ne save for his 
country to export in 360 days ? 

18. By leaving fat meat on their plates, each one in a family 
of eight wasted one-half ounce of fat each day. If this fat were 
saved and fried out, how many pounds of fat for soap could this 
family save in six days? 

19. John raised a pig that he bought from his father for $5.50. 
The pig's feed cost John $15.25. When the pig weighed 250 pounds, 
John sold it at 18 cents a pound, how many dollars did John clear? 

What have you done for the Red Cross? 

20. John decided to give one- tenth of the amount he cleared to 
the Red Cross. How many tubes of tooth paste at 20 cents each 
could the Red Cross buy for the soldiers with John's contribution? 
(See Problem 19.) 

21. Alice and Mabel usually used five pounds of sugar for 
making their Christmas candies. This year they made only Karo 
taffy and Parisian sweets for Christmas, and so used only one-sixth 
pound of sugar. How many pounds of sugar did they save for export? 

KARO TAFFY 

Two cups Karo Sirup. 

Two tablespoonfuls of butter substitute. 
Boil until it snaps in cold water. Add juice and grated 
yellow rind of J /2 lemon. Pour on buttered plates. 
When cool enough to handle, pull until white. 

PARISIAN SWEETS 

One cup each of dates, figs and nuts. 
Put through meat grinder. Work like dough until thor- 
oughly mixed. Use powdered sugar to keep from 
sticking to board. Roll until one-fourth inch thick; cut 
in squares. Roll squares in powdered sugar. 

,102 



22. A housekeeper in one week saved all the fat that was usually 
thrown into the garbage. At the end of one week, she found she had 
three and one-half ounces of fat. At this rate, how many ounces ol 
fat did she save per day? How many pounds of fat will she be able 
to save next year? (Allow 360 days for one year.) 

23. How many 9-ounce bars of soap would the waste saved 
make if two-thirds of each cake of soap is fat? (See problem 22.) 

Mr. Hoover requests housewives to use no 
butter in cooking. 

24. Every Saturday, Mrs. Brown used 1 cup of butter and 2 
cups of sugar in her cake. We need fat and sugar for our soldiers. 
So Mrs. Brown plans to use one-third cup fat, and one and one-third 
cups of sugar in her Saturday cake. How many cups of butter and 
how many cups of sugar will she save in the next six months? 

25. A family each week, instead of eating beef, pork or veal, 
substituted the following articles of diet: On Sunday, poultry; on 
Tuesday, beans; on Thursday, cheese and nut loaf; and on Friday, 
fish, so as to be able to save 5 pounds of meat each week. How many 
soldiers would the weekly saving of this family supply with meat 
rations? (Allow each soldier 20 ounces of meat eacn day.) 

Sixth Grade 

Many children in America are helping 

to fight the war by saving food. _ __ 

1. A good sized slice of bread contains .75 ounces of wheat 
flour. If each of the boys and girls of your school wastes an average 
of 4 slices of bread a day, how many ounces of flour do they all waste 
in one month of 30 days? 

2. A soldier in a camp is allowed about 15 ounces of wheat 
flour in his food per day. For how many days would the waste reck- 
oned (in Problem 1), feed one soldier his allowance of flour? 

3. There are 465,000 families in the State of Minnesota. How 
many ounces of wheat flour would be wasted if each family should 
average a waste of one slice of bread a day? How many pounds? 
How many barrels ? 

4. How many soldiers would the waste in (Problem 3) keep in 
wheat flour for one full day? 

5. In Liberty Bread we may substitute potatoes or corn meal, 
barley, or any other cereal, for .25 of the wheat flour used to make 
one loaf. Mary usually uses 12 ounces of wheat flour every time she 
makes one loaf of bread. She decided to make Liberty Bread. How 
many ounces of wheat flour does she save if she makes eight loaves 
of bread ? 

6. How many 12-ounce loaves of Liberty Bread would the 
wheat flour saved in Problem 4 make ? 

7. John's family uses 24 bushels of wheat for bread in one year. 
They decide to eat Liberty Bread. In one year, how many bushels 
will they be able to save for our boys in France? 

8. Each person living in the United States wastes, on an aver- 
age, about $.018 per day. Our population is 100,000,000. How many 
dollars represent the yearly waste in the United States ? 

103 



Money saved is money earned. 

9. How many Liberty Loan Bonds at $100.00 each could be 
bought with the average waste of the United States in one year? 
(See Problem 8.) 

10. There are now 3,600 soldiers in a regiment, and each sol- 
dier's food costs our Government about forty cents per day. How 
long would the yearly waste of the United States feed one regiment 
of soldiers? Give your answer in days. In years. (See Problem 8.) 

11. Mary needs three ounces of sugar a day. She eats .5 ounces 
of sugar on her oatmeal, 2.25 ounces in her cooked food, and 1.25 
ounces in her candy. How much more sugar than she really needs 
does Mary eat in one day? 

12. Our soldiers are each allowed 3.2 ounces of sugar each day. 
Mary decided to eat no more sugar than she needed. In sixteen days, 
how many soldiers' daily rations of sugar did she save? (See Prob- 
lem 11.) 

13. There were 24 pupils in a school, and each pupil used 1.5 
ounces more of sugar each day than necessary. The unnecessary 
amount of sugar, used altogether by the pupils in that school would 
feed how many soldiers for one day? 

14. Many people are using fish or eggs instead of meat, two days 
every week. How many pounds of meat could be saved by all the 
pupils of your school in six weeks, if each pupil observed two meatless 
days each week and so saved daily .4 pound of meat each? 

15. The Allies need 1,000,000,000 pounds of meat next year. 
What decimal part of the amount needed to be exported can be ob- 
tained by saving, if each of the 20,000,000 families in the United 
States plans to save 15 pounds of meat this year by substituting some 
other food for meat? • 

Do your bit. 

16. A child needs 3 ounces of sugar a day. He eats 2 ounces of 
sugar in his cooked food. Allowing two teaspoonfuls of sugar equal 
to .5 ounce, how many teaspoonfuls of sugar should he allow himself 
to eat daily besides what he eats in his cooked food? 

17. Each boy and girl in your school uses an average of .25 
ounce of butter on a slice of bread. If each pupil averages six slices 
of bread daily, how many pounds of butter do all the pupils of your 
school use on bread, in one whole year ? 

18. Suppose each pupil in your school decided to eat one slice 
of butterless bread daily. How many pounds of butter could they 
save altogether in this way, in one year? 

19. Mary raised 500 pounds of tomatoes, which she sold at 15 
cents a pound. She gave the proceeds to the Red Cross. How many 
yards of bandage gauze at four cents a yard could the Red Cross buy 
with Mary's contribution? 

A pound raised is money saved. 

20. Suppose that each family in the United States wasted one- 
fourth cup of milk a day. How many gallons of milk would be rep- 
resented by the United States' one day's waste? (There are 20,000,000 
families in the United States.) 

104 



21. If milk sells at 8 cents a quart, how many dollars represent 
the waste in Problem 20? 

22. How many $50.00 Liberty Bonds could be bought with the 
waste mentioned in Problem 20? 

.23. John raises 60 bushels of potatoes on three-eighths of an 
acre of ground. At that rate, what would have been John's yield per 
acre? 

24. John sells his potatoes at $1.20 a bushel, and decides to give 
one-tenth of what he received to the Red Cross, How many dollars 
did he give the Red Cross? 

25. At $1.50 each, how many mufflers could the Red Cross buy 
with John's money? 

Seventh Grade 

1. A mother, each week, bakes 12 loaves of bread for her 
family. Each loaf contained 3 cupfuls of flour. She planned to sub- 
stitute in each loaf for one-half cupful of flour, one cupful of oatmeal. 
What per cent of the flour she formerly used did she now save in 
each loaf ? 

Use more corn. 

2. Find how many loaves of bread your mother bakes each week. 
If for two-thirds of a cupful of flour, your mother should substitute 
two-thirds of a cupful of corn meal in each loaf she bakes, how many 
cupfuls of flour could your mother save in the amount of bread she 
bakes for one week? (A loaf contains 3 cupfuls of flour.) 

3. There are 12 slices of bread in one loaf. If each child in 
your school should substitute a potato and gravy for one slice of 
bread each day, find how many loaves of bread they could save alto- 
gether in one week ? In one month ? 

4. In the State of Minnesota, 3,000,000 loaves of bread are 
baked each day. If an average of one-eighth slice of bread from each 
loaf is wasted by careless children and housekeepers, how many loaves 
of bread are wasted in Minnesota in one day? 

Save a loaf a week — Help win the war. 

5. When bread is 10 cents a loaf, how many dollars does the 
daily waste in Problem 4 represent ? 

6. If this number of dollars were turned over to the Red Cross, 
how many mufflers at $1.50 each, could be bought for the soldiers? 

7. A family was in the habit of eating 2 pounds of meat each 
day. They planned to observe two meatless days per week. In this 
way, what per cent of the meat formerly eaten did they save? 

8. A man raised chickens and planned that once each week his 
family should eat poultry instead of beef or pork. If this family ate 
an average of 3 pounds of meat a day, how many pounds of beef or 
pork did this man save for the Allies in one month? 

Have You Bought a Liberty Bond? 

9. A boy raised potatoes on a patch of ground 33x165 feet. 
His yield was 200 bushels per acre. He sold his potatoes at $1.20 
per bushel. How many dollars extra, will he now need to buy a $50.00 
Liberty Bond? 

105 



10. James had $35.00 clear from his year's corn and potato crop. 
He wished to buy a $50.00 Liberty Bond. His father loaned him 
$15.00 for one year at 6 per cent.* Next year James will pay for his 
bond. What is the total amount his bond will have cost him? 

11. James' bond pays 4 per cent interest. At the end of one 
year, how many dollars interest will James have received from his 
bond? 

12. Each person in the United States eats about 90 pounds of 
sugar per year. The shortage of sugar makes it necessary for each 
person to cut his amount of sugar by 50 per cent. How many pounds 
of sugar per year will each person then eat ? 

13. By substituting syrup for sugar, a boy saves two tablespoon- 
fuls of sugar a day. How many pounds of sugar will this boy save 
during the months of December and January? 

14. If each of the 465,000 families in the State of Minnesota 
plan to save two ounces of sugar a day, how many pounds of sugar 
will the State of Minnesota save for export in one week ? How many 
tons? 

15. A family that ordinarily ate nine pounds of meat a week 
planned to save meat for the Allies by substituting vegetables, milk 
and cheese for 25 per cent of their meat diet. How many pounds of 
meat did they then eat every week? How many pounds were they 
able to save for the Allies in one week? In one year? 

16. A soldier is allowed .64 ounces of fat for one day. A woman, 
by avoiding waste, saves 14 ounces of drippings a week. What per 
cent of a soldier's daily fat ration does she save in one day? 

Bake, Boil and Broil more — Fry less. 

17. By using fruits and cereal puddings instead of pie for des- 
sert, a woman saves three and one-fifth ounces of lard every day. 
How many soldiers would this woman's weekly saving furnish lard 
for one day? 

18. By using boiled, broiled and baked, instead of fried foods, a 
family saved on* an average of nine ounces of fat per week. If lard 
was worth 32 cents a pound, how many dollars did this family save 
in lard in six months? 

19. The waste in fat in the city garbage averages forty pounds 
per ton. What per cent of the garbage is fat? 

Watch out for waste in the community. 

20. There is three-fourths of an ounce of sugar in one glass 
of lemonade or soda water. Suppose each child in this school should 
drink an average of one glass of lemonade or soda water a day dur- 
ing the summer, how many pounds of sugar would they altogether 
use in sweet drinks during the months of June, July and August? 

21. A soldier is allowed .5 ounce, or a level tablespoonful of 
butter a day. Keep account of the butter you use and find what per 
cent of a soldier's daily ration of butter you use each day? 

22. An ordinary user of butter puts one- fourth ounce of butter 
on each slice of bread. If John uses butter on six slices of bread a 
day, what per cent of one pound of butter does he use on bread in 
one day? How many pounds of butter does he use on bread in 360 

days? 

106 



23. John plans to eat 2 butterless slices of bread each day. How 
many pounds of butter will John save for our Allies in 360 days? 
(See Problem 22.) 

24. Suppose each child in this school ate syrup or raisins, dates, 
or figs, instead of one-half ounce of sugar, in his mush, for two morn- 
ings of each week, how many pounds of sugar could this school save 
for our Allies in two weeks? 

25. Sirloin steak contains 59% lean, 32% fat, 9% bone. The 
shank stew of beef contains no bone, 83% lean and 17% fat. Find 
from your butcher the price of each of these cuts per pound. How 
many ounces of lean are purchased in 1 pound of each? What sav- 
ing is there in buying the shank stew cut of beef? 



Eighth Grade 

Butter saved may save your country. 

1. The ordinary user of butter spreads one- fourth ounce of 
butter on a slice of bread. How many tons of butter would be saved 
in a year if each of the 100,000,000 people living in the United States 
planned to go without butter on two slices of bread daily? 

2. On one-tenth of an acre of ground Laura Hintze (a Minne- 
sota school girl) raised 2,691 pounds of tomatoes. She sold them 
fresh for $112.50. She could have canned them (putting 1^ pounds 
of tomatoes in each quart can). At a net return of 26 cents per quart, 
how much more would she have made by canning ? 

3. A slice of bread wasted means one-fourth ounce of flour 
thrown away. In the United States there are 20,000,000 families; if 
each family should waste one slice of bread a day, how many ounces 
of flour would be daily wasted in this country? How many pounds? 
How many barrels ? 

4. William raised a 300-pound pig on the waste from the 
kitchen. He sold the pig for $60.00. How much per pound did Wil- 
liam receive? 

5. How many bushels of wheat could be saved in our country 
this year, if each of its 100,000,000 inhabitants planned to save 62.4 
pounds of wheat by substituting potatoes, corn, rye, or other cereals 
for wheat foods? 

6. Frank bought a lamb for $4.00. He let it graze on waste lands 
for six months. He then sold the meat of the lamb for $10.00, and 
its 5-pound fleece at 40 cents a pound. How many dollars did Frank 
make on his lamb? 

7. Liberty bread is made by replacing 25 per cent of the flour 
used in the ordinary wheat loaf by some other cereal. In the State 
of Minnesota 5,000,000 leaves of wheat bread are baked each day. 
How many barrels of flour could be saved daily for the Allies if the 
State of Minnesota decided to make all of its loaves into Liberty 
bread? (Assume that 12 ounces of flour is used in the ordinary wheat 
loaf.) 

107 



8. A boy planted potatoes in a plot of ground covering 40 
square rods. His yield was 144 bushels to the acre. He sold his 
potatoes at $1.20 a bushel. What per cent of a $50.00 Liberty Bond 
did this boy receive for his crop? (Beat him if you can!) 

9. Mary washed dishes for her mother and saw that much 
grease was wasted about the sink. She worked carefully to save all 
that she could and was able to collect one-fifth ounce of grease per 
day. How many pounds of soap could she make from her saving 
in 360 days, if two-thirds of her soap was grease? 

10. The Allies need 525,000,000 bushels of wheat this year. We 
normally export about 88,000,000 bushels. Through conservation by 
elimination of waste, by substitution, if we do our share, we can save 
120,000,000 bushels more. What per cent of the amount of wheat 
needed by the Allies will we be able to export? 

11. In a school of forty pupils, each pupil averaged one-fifth 
pound of meat per day. By doubling their use of vegetables and eat- 
ing more eggs, nuts and cheese, each of these pupils was able to cut 
his meat portion to an average of one-eighth pound per day. How 
many pounds of meat did this school altogether save for their country 
in one year ? 

12. A soldier is allowed 20 ounces of meat per day. For how 
many months could a soldier receive his meat ration from the one 
year's saving represented by the pupils of the school in Problem 11? 

13. In many homes 1 ounce of meat is wasted every day. What 
would be the daily meat waste in our country if every one of our 
20,000,000 families wasted meat at this rate? 

14. The pupils in a certain school collected and sold enough 
papers, rubbers and iron to make a $22.50 contribution to the Red 
Cross. The Red Cross used four-fifths of this school's contribution 
to buy mufflers at $1.50 each and the remainder to buy handkerchiefs 
at the rate of two for 25 cents. How many articles of each kind were 
purchased ? 

Food is ammunition — Don't waste it. 

15. It is estimated that each human being in the United States 
wastes an average of $7.00 a year. If the total amount of waste in 
one year in the United States could be used to buy Liberty Bonds, 
how many $100.00 Liberty Bonds could be purchased? 

61. If each family in Minnesota contributed on an average of 
6 cents each, what per cent of the $1,000,000,000 needed for the sol- 
diers' library would Minnesota contribute? (There are 465,000 fam- 
ilies in Minnesota.) 

17. If each household in the United States wastes one-eighth 
cup of milk per day, how many quarts would represent the daily waste 
in milk in the United States in a year? (Four cupfuls equals one 
quart.) 

18. The yearly amount of milk produced by one cow averages 
2,28 H quarts. How many cows would it take to supply a yearly waste 
of 57,000 gallons? 

19. When milk sells at 8 cents a quart, how many dollars repre- 
sent the milk waste in Problem 18? 

108 I } 



20. In England, no cake must contain more than 15 per cent 
sugar. Find out what per cent sugar the following recipe calls for: 



V* 


cup fat 


2 cups equal 1 lb. 


1 


cup milk 


(allow 2 ounces) 


2% 


cups sugar 


3 cups sugar equal 1 lb, 


3 


cups flour 


4 cups flour equal 1 lb. 


3 


eggs 


9 eggs equal 1 lb. 


2 A 


ounce of raisins or nuts. 





21. A school wished to buy a $100.00 Liberty Bond, so they made 
a school garden. They raised 50 bushels of potatoes, which they sold 
at $1.50 per bushel, and 500 pounds of tomatoes at 15 cents a pound. 
How much more than they needed for the Liberty Bond did they have 
on hand? 

22. The school mentioned in Problem 21 decided to turn their 
surplus into a fund for the Red Cross. How many Comfort Kits at 
$2.50 each could the Red Cross buy? 

Distance Is a Matter of Transportation. 

23. A speculator shipped three cars, each containing 36,000 
pounds of potatoes, from Minneapolis to Chicago. In order to find 
the highest market for potatoes, he held the cars at Chicago for 11 
days. His demurrage rate was $2.00 per car each day for the first 
3 days; $3.00 per car each for the next 3 days, and $5.00 per car for 
each day thereafter. What was the total amount this speculator paid 
to the railroad company, if the shipping rate on potatoes from Min- 
neapolis to Chicago is 19c per 100 pounds? 

24. If our Government were waiting for cars to ship flour to the 
Allies, how many barrels of flour would be delayed for 11 days 
through speculation? Each car's marked capacity for flour is 60,000 
pounds. (See Problem 23.) 

(Load cars heavily, handle quickly.) 

25. Before the war, sugar was loaded to 50 per cent of a car's 
marked capacity of 36,000 pounds. Each car is now loaded to 113 
per cent of its marked capacity. How many more tons of sugar are 
handled in a shipment of 12 cars now, than previous to the war? 



109 



Organizations Connected With War Work 

National Council of Defense. Washington, D. C. 

Commission of Public Safety. Capitol, St. Paul, Minn. 

County Chairman in each county. Men. 

Secretary of Commission, H. W. Libby. 

Food Director, A. D. Wilson, University Farm. 

Woman's State Director 

National Council of Defense, Commission of Public Safety 

Mrs. T. G. Winter, 2617 Dean Boulevard, Minneapolis, Minn. 
County Chairman in each county. Women. 
Red Cross. Northern Division Headquarters, 202 Essex Bldg., 

Minneapolis, Minn. 

Junior Red Cross. 202 Essex Bldg., Minneapolis, Minn. 

Young Men's Christian Association, Y. M. C. A., Minneapolis. 

Young Women's Christian Association, 425 Northwestern National 

Life Insurance Bldg., Minneapolis, Minn. 

If anyone asks you 
What the Red Cross Has Done Wth the Money You Gave 

tell them: 

For our own Forces, it has — 

Outfitted and maintains 48 Base Hospitals, of which 6 have al- 
ready gone to Europe. 

Taken over the task of caring for the needy families of all sol- 
diers and sailors absent on service. 

Maintains 10 canteens at the front for men returning from the 
firing line. (A canteen can keep 125 gallons of drink at the boiling 
point at a time ; 4,000 portions of hot coffee, tea, cocoa, lemonade, and 
soup can be served by a canteen in a day.) 

Has established 20 dispensaries in the American War Zone. 

Maintains a dental ambulance in France. 

Maintains a Casualty Service, for gathering information for 
wounded and missing. 

Maintains a factory for artificial limbs, and plants for making 
nitrous oxide gas for operating purposes. 

Has 12 rest stations at important railroad centers. 

In France — (Remember that France is bearing the brunt of the 
war tragedy, and her courage and morale must be kept up until we 
are readv + c play our full part in the struggle) 

It has— 

Established warehouses with supplies in every port of entry, and 
one of 5,000,000 cubic feet capacity in Paris. 

Has purchase and supply stations in France, Switzerland, Great 
Britain, Spain and Portugal (as well as in the United States) for buy- 
ing all kinds of materials necessary to rebuild civilization — ranging 
all the way from sawmill outfits, portable engines and gas tractors to 
bales of flannel and absorbent cotton. 

110 



Is supplying hospital necessities to 3,617 hospitals in 1,356 towns. 

Is using 500 cars (and has arranged for 400 more) in making 
this distribution. 

Has appropriated 5,000,000 francs for the relief of sick and 
wounded French soldiers and their families. 

Note: There are 1,500,000 French wounded or crippled. Ref- 
ugees coming in from desolated districts number 11,000 a day — hag- 
gard, hungry, helpless. The Red Cross meets them with the human 
hand. 

Is supporting 30,000 children — children who are picked up in 
ravaged districts, often mere drifting waifs, with no one left to whom 
they can turn, sometimes so frightened that they cannot speak for 
days and have forgotten who they are, diseased, hungry, forlorn. The 
Red Cross gives them medical aid and homes. 

Maintains a motor bus line across Switzerland from the German 
frontier to transport refugees and exchanged prisoners. 

Fights tuberculosis on a scale never dreamed of before. 

Helps to rebuild destroyed towns and to prepare fields once fer- 
tile, but now desolate, for crops to come. American portable houses 
are used. 

In Italy — $200,000 worth of supplies and many workers were 
rushed in after the recent Italian military disaster. Hospital supplies, 
food for the hungry — 48 carloads of it, motor ambulances, shelters 
for homeless women and children, condensed milk for babies, soup 
kitchens for refugees, workshops for people who had lost every- 
thing, etc. 

In Armenia — $300,000 a month has been appropriated; 2,000,000 
Aremenians are facing death. From one town alone came a call to 
house 10,000 fatherless children. 

In Belgium — It has taken over the relief work where practically 
the whole nation is in dire need. 

In Serbia, in Russia, in Roumania, all over the world — wherever 
there is human suffering, there goes the Red Cross with the hands of 
mercy. 

Salaries 

The operating expenses of the Red Cross are a trifle under 1 per 
cent of its budget. Almost all workers give their services. In the 
headquarters in Washington, since war broke out, 470 paid workers 
have been added to the staff, at salaries of from $2,000 to $6,000. 
One officer, appointed before the war broke out, gets $7,500. No 
one else gets over $6,000. 

The same conditions prevail in Paris and other centers. Because 
the funds draw interest, more than $102.00 is spent for actual war 
relief for every $100.00 given. 

Ninety-seven million, five hundred and twenty-five thousand dol- 
lars has been paid into the war fund, of which $13,000,000 has been 
returned to the local chapters; $64,700,000, approximately, has been 
appropriated for the above purposes. 

These figures cover the first six months' work, ending January, 
1918. 

in 



Bibliography 

BOOKS IN REGARD TO WAR 

The Committee on Public Information 

(Established by Order of the President, April 14, 1917) 

Distributes Free, Except as Noted, the Following Publications: 

I. Red, White, and Blue Series: 

No. 1. How the War Came to America (English, German, Polish^ 
Bohemian, Italian, Spanish, and Swedish). 

No. 2. National Service Handbook (primarily for libraries, schools, 
Y. M. C. A.'s, clubs, fraternal organizations, etc., as a guide 
and reference work on all forms of war activity, civil, charita- 
ble, and military). 

No. 3. The Battle Line of Democracy. Prose and Poetry of the Great 

War. Sold at cost. Price, 15 cents. 
No. 4. The President's Flag Day Speech with Evidence of Germany's 

Plans. 
Other issues in preparation. 

II. War Information Series: 

No. 1. The War Message and Facts Behind It. 

No. 2. The Nation in Arms, by Secretaries Lane and Baker. 

No. 3. The Government of Germany, by Prof. Charles D. Hazen. 

No. 4. The Great War : from Spectator to Participant, by Prof. A. C. 

McLaughlin. 
No. 5. A War of Self Defense, by Secretary Lansing and Assistant 

Secretary of Labor, Louis F. Post. 
No. 6. American Loyalty, by Citizens of German Descent. 
Nb. 7. Amerikanische Burgertreue. A translation of No. 6. 
No. 8. American Interest in Popular Government Abroad, by Prof. E. B. 

Greene. 
No. 9. Home Reading Course for Citizen-Soldiers, 
No. 10. First Session of the War Congress, by Charles Merz. 
Other issues will appear shortly. 

III. Official Bulletin: 

Accurate daily statement of what all agencies of government are doing 
in war times. Sent free to newspapers and postmasters (to be 
put on bulletin boards). Subscription price, $5 per year. 

Address requests and orders to 

Committee on Public Information, Washington, D. C. 

The State Safety Commission 

Furnishes the following pamphlets free : 

The War Message and the Facts Behind It. 

Perils of Prussianism. 

Facts About the War. 

Rich Man's War Propaganda. 

Why We Are at War. 

Why We Are at War with Germany, and Why We Ought to Be. 

Why the United States Is at War with Germany. 

America's Terms of Peace. 

Facts About the War, by University P.of'^sors. 

112 



Popular Publications on War 

I Price 

Over the Top. Empy. Putnam $1.00 

Gerard's Four Years in Germany. Doran 2.00 

With Our Faces to the Light. Palmer. Dodd, Mead Co 50 

You Are the Hope of the World. Hagedorn. McMillan Co 50 

Patriotism and Radicalism. Johnston. Sherman, French Co 1.25 

Patriotism — National and International. Waldstein. Longman 1.00 

And the Captain Answered. Bobs Merrill 50 

Americanization 

Immigration. Abbott, Grace. Century Co $1.50 

Immigrants and the Community. Abbott, Grace. Century Co 1.50 

The Mind of Primitive Man. Prof. Boas. McMillan Co 1.50 

They Who Knock at Our Gates. Antin, Mary. Houghton, Mifflin 1.00 

Scott's Patriots in Making. Appleton Publishing Co 1.50 

Principles of Nationalities. Zangwill. McMillan Co 50 

Immigrat Forces (Missionary Educational Movement.) Schriever 50 

Americanization Dixson, Royal. McMillan Co 50 

Straight America. Keller, Frances. McMillan Co 50 

My Mother and I. Stern. McMillan Co 1.00 

America in the Making. Ravage. Harper 1.40 

The Immigrant as Seen Through His Own Literature. Mrs. Winter. 

( State Safety Commission) 10 

Free Pamphlets — 

Americanization Committee, 20 W. 34th St., N. Y. Furnishes : 

A Call to National Service Free 

What Women's Organizations Can Do for Americanization Free 

Four Auto-biographies by Immigrants 

The Promised Land. Antin, Mary (Polish Jew). Houghton Mifflin $2.00 

From Alien to Citizen. Steiner (Austrian) . Ravall 1.75 

The Making of an American. Riis (Dane). McMillan Co 2.50 

The Far Journey. Rihabany (Syrian). Houghton, Mifflin 1.75 

NIGHT SCHOOL BOOKS 

English for New Americans. Silver Burdett $0.60 

Early Stories and Songs for New Students of English. Revell 35 

How to Obtain Citizenship. Fowler. Sully & Kleintuck 1.50 

English for Foreigners. (2 book series) — 

Book 1. Houghton, Mifflin 50 

Book 2. Houghton, Mifflin 70 

Civics for New Americans. Hall & Davis. Houghton Mifflin 80 

HISTORY AND CIVICS 

Side Lights on American History. Elson. 2 vol. McMillan Co $1.50 

Source Book of American History. Hart. McMillan Co ' 80 

West's Source Book. Allyn & Bacon 1.50 

Epics of American History. 3 vol. Longman 1.25 

Ultimate Democracy and Its Making. Sims. McMillan Co 1.50 

Community and Citizens. Dunn. Hinds, Eldridge & Noble 96 

Community Civics. Field & Neering. McMillan Co 60 

Govt, of U. S. and Minnesota. Fradenburgh & Young. Hinds, Eldridge 

& Noble 1.00 

Course in Citizenship. Cabot. Houghton, Mifflin 1.35 

Blue Book. State Department of Education Free 

Universal Training for Citizenship and Public Service. Allen. McMillan Co. 1.50 

Citizenship. Bennion. World Bk. Co , 1.00 

New Civics. Ashley. McMillan Co 1.20 

Preparing for Citizenship. r itieau. Houghton Mifflin 75 

113 



PATRIOTIC READERS, POEMS AND SONGS 

Price 

Our Flag. (In verse and prose.) Shauffler. Moffatt, Yard Co $1.25 

Story of the Flag. Baker. Hall McCreary OS 

Long's Patriotic American Prose and Verse. McMillan Co.. 1.25 

Patriotic Heart Songs 'v. '. t 50 

Bugle Call of Liberty. Southworth Payne ; 60 

How the Flag Became Old Glory. (Scott's Book of Verse.) McMillan... .60 

Old Glory. (Stories of the flag.) M. R. Andrews. Scribnef's 50 

Flag Folk. Singer Sewing Machine Co Free 

The Patriotic Reader. Bemis-Holtz : Smith. Houghton, Mifflin. 1917 56 

Stories of Patriotism. N. H. Deming and K. Bemis. Houghton, Mifflin. 

1918 50 

American Ideals. Edited by Norman Foerster and W. W. Pierson. 

Houghton Mifflin. 1917 .. 1.25 

The Little Book of the Flag. Eva March Tappan. School edition 40 

America First. J. L. McBrien. American Book Co 64 

Stars and Stripes. (A history of the United States flag.) C. W. Stewart. 

Boylston Pub. Co 70 

Plays of the Pioneers. C. D. Mackay. Harper & Bros 1.00 

Holiday Plays. M. Merington. Duffield &To 1.50 

The American Wonderland. (Patriotic Festival.) Ethical Culture School, 

New York .60 

Dialogues, plays and songs can be obtained from the St. Paul Book & 

Stationery Co., Northwestern School Supply Co., and the publishers of 

these, as listed in the school papers. 



THRIFT BOOKS 

How to Save Money. Fowler $1.00 

Book of Thrift. MacGregor 1.00 

Thrift. (A compendium.) National Ed. Ass'n 25 

Bonner's Suggestion for Teaching Thrift. National Ed. Ass'n 05 

Howard's Money and Its Use. Houghton^ Mifflin ^ 80 

Stories of Thrift for Young Americans. Pritchard & Turkington. Scrib- 

ners' Sons 60 



BOOKS ON HEALTH 

Health Instructions in Elementary Schools. Woods & Reasor. JC^chers 

College, New York ~. $0.25 

Civics and Health. Allen, W. H. Ginn & Co., Boston 1.50 

Helping School Children. Dennison, Elsa. Harper Bros., New York 1.50 

School Hygiene. Dressier, F. B. MacMillan Co., New York 1.25 

The Rural Shcool Plant. Challman, S. A. Bruce Publishnig Co. Milwau- 
kee 1.50 

The Health Index of Children. Hoag, E. B. Whittaker & Ray Wiggins 

Co., San Francisco 80 

Health Work in Schools. Hoag, E. B. Houghton, Mifflin & Co., Chicago. 1.60 
The Hygiene of the School Child. Terman, Louis M. Houghton, Mifflin 

& Co., Boston 1.65 

Syllabus of Public Health Teaching. Minn. Public Health Ass'n Free 

Gulick's Hygienic Series. Gulick, Luther H. Ginn & Co., Boston. (5 vol.) 2.30 

Health Studies. Hoag, E. B. D. C. Heath & Co., Boston .60 

Wood Hutchinson's Health Series. Wood Hutchinson. Houghton, Mifflin 

_ & Co., Boston. (3 vol.) ; 1.05 

Primer of Hygiene and Sanitation. Ritchie & Caldwell. World Book Co., 

Yonkers-on-Hudson, N. Y 1.08 

Wiley's Health Series. Rand, McNally 55 

114 



Price 
O'Shea & Kellogg Health Series. MacMillan Co., New York. (4 vol.) .. .$2.34 
Keep Well Stories for Little Folks. Lippincott Co., Philadelphia 

(School ed.) 60 

David and the Elves.' Minn. State Health Ass'n Free 

Minimum Health Requirements for Rural Schools. T. D. Wood, 525 West 

125th Street, New York City Free 

Child Welfare and Rural Schools. T. D. Wood Free 

Health Essentials for Rural Schools. T. D. Wood Free 

Sanitation of Rural Schools. State Board of Health Free 

Health Chart Reports. T. D. Wood. Each 10 

Health Charts. 22x28 in. each. Each 25 

Daily Health Guide Chart. Minn. Public Health Ass'n Free 

Health Placards. Minn. Public Health Ass'n Free 

Modern Health Crusader. Minn. Public Health Ass'n Free 

The Schools of Ramsey County. Minnesota State Board of Health ...Free 

Minnesota State Health Laws. Minnesota State Board of Health Free 

The Sanitary Privy. Minnesota State Board of Health Free 

What You Should Know About Colds and Catarrh. Minn. Public Health 

Ass'n Free 

Teeth, Tonsils and Adenoids. Minn. Public Health Ass'n Free 

Teeth, Tonsils and Adenoids. Metropolitan Life Insurance Co Free 

Vision Charts. Minnesota State Board of Health Free 

Pamphlets on All Different Diseases. State Board of Health Free 

Posture and Type of Breathing Exercises. American Posture League, No. 

1 Madison Avenue, New York City Free 

Etiquette and Service at the Table. Bulletin 19, Kansas State Agricultural 

College, Manhattan 10 

How to Select Food. Bulletin 808. U. S. Dept. of Agriculture Free 

Care of Food. Bulletin 375. U. S. Dept. of Agriculture Free 

Domestic Science in Rural Schools. Bull, Mary L. Bulletin 19. University 

Farm,' St. Paul, Minn Free 

Care of Milk on the Farm. Bulletin 63. University Farm Free 

Care of Milk and Its Use in the Home. Bulletin 413. University Farm Free 

The Farm Kitchen as a Workshop. Bulletin 607. University Farm 05 

The School Lunch. Bulletin 712. U. S. Dept. of Agriculture Free 

Food for School Boys and Girls. Technical Educational Bulletin 1.10 

"Sure Pop and the Safety Stouts." World Book Co 44 

Boy Scout Manual. Cloth. Grosset . . ; 60 

Little Pioneers. (Excellent book of games, plays and organization.) Rand .45 
Little Mothers' League. Dept. Health City Schools, New York City, N. Y. 
Shower Baths for Country Homes. Supplement 7. Public Health Report 

of U. S. Public Health Society Free 

Minnesota Farmers' Institute Annual, 1914-15-16. University Farm, St. 

Paul, Minn Free 

House Equipment for Running Water. Mowry, J. L. Bui. No. 61, Univer- 
sity Farm, St. Paul, Minn Free 

Barnyard Sanitation. Ho«kins, H. Preston. Bui. No. 44, University Farm. 

St. Paul, Minn Free 

Relating to Stables. Minn. State Board of Health Free 

Farm Drainage. Stewart. John T. Bui. No. 13, University Farm, St. Paul, 

Minn Free 

Lighting Farm Buildings. Mowry, J. L. Bui. No. 58, University Farm, St. 

Paul, Minn Free 

House Flies. Bulletin 679. University Farm Free 

Flies and Their Control. Washburn, F. L. Bui. No. 43, University Farm. Free 
Model Farm House. Flagg, Morris I. Bui. No. 52, University Farm, St. 

Paul, Minn Free 

Some Four-footed Farm Pests. Washburn, F. L. Bui. No. 54, University 

Farm, St. Paul, Minn Free 

115 



Price 
American Red Cross Textbook of Elementary Hygiene. Blackiston. 

Paper $0.50 

Cloth : 1.00 

Red Cross Textbook on First Aid to the Injured. Red Cross, Washington . $0.35 
Ellison's First Aid in Emergencies 1.50 

Physical Training and Games 

Keeping Physically Fit in War-time. (Book of exercises.) Cromie. Mac- 

Millan $1.00 

Manual of Physical Training. Keene. World Publishing Co. 

Cloth 60 

Paper 25 

Games for the Playground and Gymnasium. MacMillan &Co 1.35 

Games for Home, School and Playground. Bancroft. McMillan 1.50 

This book would be a valuable addition to every teacher's library. It 
contains over 1,000 games and suggestions for social events of every 
nature. 

Encyclopedia of Games and Sports. Henry Holt & Co * $3.00 

Indoor and Outdoor Games. American Sports Pub. Co 25 

Indoor Games and Socials. G. C. Baker. Association Press 1.00 

Physical Training for the Elementary Sc'hools. Clark. B. H. SaAorn. 1.44 



116 



A Letter to the Children 

Dear Boys and Girls: 

Just at present the world needs the help of the boys and girls. 
It will need this help for many years to come; for the millions of men 
between seventeen and forty — the business men— mechanics and high 
school boys of Europe have been killed. Many of our boys between 
twenty and thirty will be killed. As a result, when the men now over 
forty, who are doing the work here and in Europe, get old and must 
stop work, there will be no one ready to take their places unless you 
are ready. As Mr. Hagedorn says in his book of that title, "You are 
the Hope of the World." You do not realize just what this means, 
but I believe every boy and girl would like to get this book and read 
it, or have the teacher read it to you. 

If you are going to take the place of these men and do the work 
at thirty years of age that most men do at forty, you must get down 
to business now, you must study harder and learn to think very clearly. 
Your ability is not doubted; you can do it; you have always wanted 
the chance ; and here it is ! We will let you begin right now to do 
things you have never been allowed to do before. 

Before you begin, you must realize that there are many years 
ahead of you in which to work. Every day of each year you must be 
ready to work hard. In order to accomplish so much, you must learn 
to strengthen your body by exercise, to rest both brain and body by 
play; and to work in such a manner as to secure the best results. 

In real life there is no teacher to tell you what to do and what 
not to do. Dame Nature allows you to stub your toe and fall down. 
The only way to avoid such accidents is to remember former accidents, 
keep your eyes open and listen to others. That is the way the race 
has learned. Some generous men who wanted to help others have 
told about the dangerous places. These men wanted to save you 
trouble. Others tell you how to do things so as to avoid trouble. 

As the race grew, people thought that men could get more done 
if they worked together. So men learned to help each other. Finally 
they learned to work together for protection. 

The best ways of doing many things have not been found, for all 
men are still learning. Especially are we still learning ways of co- 
operative working. When men band together to do work, the band 
is sometimes called a "team." Sometimes it is called a "club," a 
"union," or a "league." In either case there is a written agreement 
as to what they work for, and how best to do it. This written agree- 
ment is really the rules of the game. 

Now, if you are going to train for grown-up work, you must 
learn to do as grown people do. We suggest that you form a "Little 
Citizens' League." In this league, you can learn how to work, play 
and be strong, and help Uncle Sam. 

117 



Everyone who joins this league shows that he wants to get ready 
for real work. • In order to do this, a Little Citizen must learn self- 
control. He must study as he never has studied. He must keep his 
eyes open, be ready to help those who need it, yet never disturb others 
who are studying and do not need aid. He wants to do the right 
thing at the right time, and make that his habit. He learns that even 
one failure makes trouble with habits. As a result, he thinks about 
his work and always tries to do it right. In fact, he learns to watch 
himself and to remember that he has a new "job." He does not wait 
for the teacher to tell him what to do. He studies his lesson and goes 
to the library and finds books on the assigned topic. He reads every- 
thing that he can find that will help him about his work. This is his 
"bit." The teacher is there to help him, but he must be allowed to 
show what he can do. 

"All work and no play makes Jack a dull boy." This is very true, 
so Little Citizens learn to play harder than ever before, and play in 
such a way as to rest their brains. Hard play fills the lungs with 
fresh air and purifies the blood so the brain will be in better shape. 
Little Citizens learn to play co-operative games which teach them to 
be fair and square. The school-boys of England learned how by play- 
ing "Cricket." Now the habit thus formed helps them win battles. 

Little Citizens also learn to take care of their health, to form 
the right kind of habits, and protect the whole world from disease. 

Father, Uncle Sam, and the world need help every day. The Little 
Citizens must not fail them. They must learn what they can do ; how, 
when and where to do it. 

First: Uncle Sam wants you to find out just how to help govern 
the dear old United States. 

Second: Uncle Sam wants every child to keep well. In order 
to do this he must have good health habits. 

Third: The United States and the world must have more food 
than ever before, produced by less men. Every acre must be made 
to raise more grain than last year. Some boys and girls have helped 
solve this problem. Now, you can find out how they did it, and then 
try to do better. Let each Little Citizen do his part, for knowing 
how to do things. and not doing them, is strictly against the rules of 
the Little Citizens' League. 

Do you want to join this league? If so, get the teacher to help 
you organize it according to the following constitution. Then we can 
all work together for Uncle Sam. 

With best wishes for your success, I am, 

Sincerely, 

Annie E. Shelland. 



118 



Directions for the Organization of a Little Citizens' 

League 

The following instructions and suggestions have been compiled 
from "Roberts Rules of Order," and we urge the teacher to study 
them carefully before attempting to organize a league. After the 
league is organized, members should be encouraged to study these 
rules, so that each and every one will know the proper manner in 
which to organize and conduct a league. We believe that pupils can 
be taught more practical civics by means of this work, if conducted 
properly, than they will ever learn from the pages of a textbook. 

1. Calling the Meeting — After the children have decided they 
wish such an organization, the teacher should call a meeting of the 
boys and girls to adopt a constitution and by-laws. The preceding 
constitution and by-laws are in use in most of the leagues, however, 
and may be revised or modified to suit the particular needs of each 
league. 

2. Secretary pro tern — A temporary secretary should be appoint- 
ed to keep a record of the proceedings of the meeting until a per- 
manent secretary has been elected and qualified. 

3. Adopting the Constitution — The teacher, acting as chairman, 
then states that the first business of this meeting is to adopt a con- 
stitution and by-laws. He then reads the constitution and by-laws as 
a whole, and states that a motion is in order for the adoption of them. 
The motion for adoption should be made by one member and seconded 
by another. The chairman (teacher) then says: "It has been moved 
and seconded to adopt the constitution and by-laws which have just 
been read. The question is on the adoption of the constitution, which 
will now be read." He then reads, or has read, the first article and 
asks if the article is satisfactory, or if the article is to be amended. 
When through with amending it, he says, "There being no (further) 
amendments to this article, the next will be read." No vote should 
be taken on adopting the separate articles. He thus proceeds through 
the entire constitution, and then says the whole constitution is open to 
amendment. When the chairman thinks the constitution has been 
modified to suit the wishes of the meeting, he inquires, "Are you ready 
for the question?" If no one wishes to speak, he puts the question, 
"As many as are in favor of adopting the constitution as amended, 
say aye" ; and then, "As many as are opposed, say no." He distincctly 
announces the result of the vote. 

When the constitution has been adopted the chairman announces 
that it will be necessary for those wishing to become members to sign 
the constitution. 

Note — We suggest that the constitution be copied into the book in which the secretary 
will keep the minutes, and that the members sign in this book. Members signing the con- 
stitution should write their ages opposite their names. The by-laws will be copied in a 
different part <^ the book. 

119 



The constitution being signed, no one is allowed to vote except 
those who have signed it, and thus have joined the society. The 
chairman then instructs the secretary to read the roll of members. This 
is necessary in order that all may know who are entitled to take part in 
future proceedings. After the roll has been read, the chair says, "The 
question before the meeting is on the adoption of the by-laws as read. 
The secretary will please read them again." He then proceeds exactly 
as in the case of the constitution. 

4. Nominations — When the by-laws are adopted, the chair says, 
"The next business in order is the election of the permanent officers 
of the society." In the order named, the following officers should be 
elected: president, vice president, secretary, treasurer, adviser. Be- 
fore the members begin making nominations for each office, the teacher 
should explain fully the duties which will devolve upon the persons 
elected to fill that office, so that the boys and girls will choose wisely 
in selecting their officers. The officers will be expected to perform the 
duties stated in the constitution, page 123. 

Election of an officer should proceed as follows. 

Chair: Nominations for president are now in order. 

Member: Mr. (or Madam) Chairman. 

Chair: (Recognizes member). 

Member: I nominate Andrew White for president. 

Chair: Andrew White has been nominated for president. Are 
there any further nominations? (The secretary should record the 
name of each person nominated.) After a few nominations, the 
chair should declare the nominations closed. As soon as this has been 
done, he should instruct the members to prepare their ballots. The 
names of the persons nominated should be placed upon the black- 
board, and each member should write on a small piece of paper the 
name of one person whose name appears on the list of nominees. The 
chairman should then appoint two tellers, who should collect the bal- 
lots and count them. In counting the ballots, one teller should read 
each name aloud, the other teller should verify his reading, and the 
secretary should keep tally at the board. The person receiving the 
greatest number of votes is declared elected by the president. We 
believe that the teacher should act as chairman during the election of 
all officers, instead of having the president take the chair as soon as 
he is elected. When all officers have been elected, however, the presi- 
dent should take charge of the meeting. 

5. Appointment of Committees — After consulting with the ad- 
viser, the president should appoint committees for various purposes, 
as described in the by-laws, In appointing committees, it is under- 
stood that the first person named is to act as chairman of that com- 
mittee. The duties of each committee should be fully explained as 
soon as members have been appointed to serve. When all this work 
is completed, some member should move to adjourn. If the motion 
is carried, the chairman announces the vote and declares the meeting 
adjourned. 

6. Regular Business Meetings — After a league is properly or- 
ganized, its regular business meetings are conducted as follows : When 

120 



the hour fixed for the meeting to begin arrives, the presiding officer 
takes the chair and calls the meeting to order. He then asks the sec- 
retary to call the roll. As soon as the roll is finished the president 
could announce the subject for the next roll call. 

Note — We suggest that each league adopt the custom of having members answer the 
roll call with quotations, current events, etc. The following suggestions for roll call will 
give league officers some ideas which they may use to vary this work: When member's 
name is called he answers by giving current event, naming favorite library book, naming 
favorite flower, giving quotations from different authors according to the nature of the pro- 
gram, etc. 

The president then directs the secretary to read the minutes of 
the last meeting. When they are read, he asks, "Are there any cor- 
rections to the minutes?" If none are suggested, he adds, "There be- 
ing none, the minutes stand approved as read." If any corrections 
are suggested, the secretary makes them, unless there is opposition. 
If there is difference of opinion, someone moves to amend the minutes, 
or the chair, without waiting for a motion, may put the question on the 
amendment that has been suggested. When this has been settled, 
the chair asks, "Are there any further corrections?" If there is- no 
response, he adds, "There being none, the minutes stand approved as 
corrected." He then announces the next business in order, following- 
the order of business prescribed by the rules of the league. 

6. Special Meetings — A special meeting of the league can be 
called by the president at any time, for the consideration of such im- 
mediate business as cannot wait until the next regular meeting. A 
special meeting of the league should be called to appoint a new com- 
mittee. The proceedings of a special meeting should be recorded in 
the minute book the same as a regular meeting, and the secretary 
should mention that it was a special meeting. 



121 



SONG FOR LITTLE CITIZENS' LEAGUE 

Air — "Marching Through Georgia" 

I 

This county's jolly boys and girls are we upon the farm, 
With lots of courage in our heart and valor in our arm, 
We'll try to keep our Uncle Sam from getting into harm 
While we are cheering the Sammies. 

^Chorus — Hurrah ! Hurrah ! just watch us do our bit, 
Hurrah ! Hurrah ! we'll show that we are fit 
To help our boys across the sea, stand up, lead on and "hit," 
While we are cheering the Sammies. 

II 

Our many loyal boys and girls can help throughout the fields ; 
We care for chickens, raise the pigs and increase the yields, 
And that is why our Uncle Sam won't have to show his heels, 
While we are cheering the Sammies. Cho. 

Ill 

Boys, we'll help our Uncle Sam grow a bumper crop ; 
Attention ! Rake and hoe in hand, we'll now go "o'er the top," 
And thus we'll sow and dig and hoe, and cause the waste to stop, 
While we are cheering the Sammies. Cho. 

IV 

Strong hearts, true faith and loyal hands, we pledge our flag today, 
We'll keep our bodies clean and strong, our part full well to play. 
We pray God bring our brave men home in His appointed way, 
While we are cheering the Sammies. Cho. 

N. A. Thorson, 
Nels M. Engen. 



122 



Pledge, Constitution and By-Laws of Little Citizens 

League 
PLEDGE 

I hereby pledge my active devotion to my country; by a 
study of its ideals, by care of my body, and in actually do- 
ing something |each day to aid my country's cause. 

CONSTITUTION 

Article I 



The name of this organization shall be. . . . 

Little Citizens League. 

Article II 

The object of this League shall be to enable each child to love 
and serve his country better, and to become strong of mind and body. 

Article III 

. Any boy or girl in this school between the ages of 6 and 18 years 
may become a member by a majority vote of the League, and by 
signing the constitution and pledge. 

Article IV 

The officers of the League shall be a President, Vice President, 
Secretary, Treasurer and Adviser, who shall perform the following 
duties : 

President 

(a) Call all meetings to order. 

(b) Announce the order of business. 

(c) Put all questions and motions. 

(d) Decide the votes. 

(e) Call another member to the chair if he or she wishes to 
take part in the debate. 

Vice President 

(a) Perform all the duties of the President, in case the 
President is absent. 

Secretary 

(a) Keep the minutes of all meetings. 

(b) Handle all correspondence and records. 

(c) Collect all dues and moneys and turn them over to the 
Treasurer, keeping a record of the same. 

(d) Send or post notices of meetings. 

(e) Read the minutes of the previous meeting. 

(f) Act as chairman in case both President and Vice Presi- 
dent are absent. 

123 



Treasurer 

(a) Keep an account of all moneys collected or paid out. 

(b) Pay bills when ordered by the President and Secretary. 

Adviser 

Help committees in all ways, but mainly: 

(a) By assisting President in appointment of committees, 
or in any capacity requiring mature judgment. 

(b) By securing sources of information where children may 
obtain help. 

(c) By helping them select and use the information received. 

(d) By outlining patriotic activities for child to perform. 

(e) By assistance in, and direction of all community work, 
under League auspices. 

Article V 

The regular meetings of this League shall be held at the school- 
house, the last Friday of each month during the school term, unless 
otherwise voted. 

Article VI 

This Constitution may be amended at any regular meeting by a 
majority vote of all members of the League. 

BY-LAWS 

Section I 

The League Motto shall be: "Help Uncle Sam." 
Section II 

All officers of the League shall be elected by ballot, at the first 
regular meeting of each school term, and shall hold office until their 
successors have been elected and qualified, with the exception of the 
Adviser. 

In any school where a League is formed, the teacher shall be ex 
officio Adviser to the League. 

Section III 

at regular 



The following order of business shall be follow 


jue meetings : 


(a) 


Call to order. 


(b) 


Flag salute. 


(c) 


Roll call. 


(d) 


Reading of minutes of last meeting. 


(e) 


Additions to, or corrections of minutes. 


(f) 


Adoption of minutes. 


(g) 


Program. 


(h) 


Reports of committees. 


(0 


Old business. 


(j) 


New business. 


(k) 


Voting in new members. 


(1) 


Adjournment. 


(m) 


Recreation or refreshment. 



124 



Section IV 

After members have completed the course of school work, they 
shall be considered honorary members, having no right to vote or hold 
office. 

Section V 

Sepcial meetings may be called at any time, for the consideration 
of such business as cannot wait until the next regular meeting. Such 
special meetings may be called either by the President or by concerted 
action of three members. In case of meetings called by three members, 
the posted notice must be signed by the three, and a majority member- 
ship must be present in order to transact business. 

Section VI 

The following standing committees shall be appointed by the 
President, with the approval of the Adviser. 

(a) Committee on Information and Programs. 

(b) Committee on Health and Sanitation. 

(c) Committee on Physical Training. 

(d) Committee on Patriotic Aid. 

DUTIES OF COMMITTEES 

The Committee on Information and Programs shall gather in- 
formation needed for health and patriotic work, distribute the same 
among patrons of the school, and become responsible for a combined 
health and patriotic program, once each month. 

The Committee on Health and Sanitation shall assist the teacher 
by looking after the heating and ventilation of the room, its general 
sanitary condition, the daily inspection of pupils, and the recording of 
credits received, according to the following points: 
Daily Inspection. One credit each. 

1. Did you wash your hands, face, neck and ears this morning? 

2. Are your nails clean? 

3. Did you brush and comb your hair today? 

4. Did you clean your teeth last night? 

5. Did you sleep nine hours, with windows open? 

6. Did you wash your hands before all three meals yesterday? 

7. Have you a clean handkerchief ? 

8. Are your shoes cleaned and blacked? 

9. Did you try to sit, stand and walk correctly yesterday? 
10. Did you do without tea and coffee yesterday? 

Weekly Inspection 

The weekly inspection will be given on Monday. Ten extra points may be 
obtained as follows : 

1. Did you take a bath last week? 

2. Are your clothes clean, whole, with hooks, eyes and buttons? 

The Committee on Physical Training shall be responsible for 
active organized play and recreation every intermission, and assist the 
small children in drill work. 

125 



The Committee on Patriotic Aid shall plan some active assistance 
for Uncle Sam, and keep record of every member's activity. This 
committee may divide the school into teams, each team taking up some 
form of production work as Home Project, Garden Work, Red Cross, 
Thrift, etc. 

The members of these committees shall hold office for one-half 
of the school year, unless a change of membership is advised by the 
Adviser. 

Members of any one of these committees may call upon members 
of the League to assist them in carrying out their work. 



126 



Manual for League Officers 

One of the greatest benefits which league members receive from 
belonging to and taking part in the activities of a league is the train- 
ing and experience they gain in conducting a public meeting. All 
leagues should be conducted in such a business-like manner that any 
member of the league would be able to take charge of a meeting at 
any time and know just what is expected of him. The value of such 
training to a boy or a girl cannot be overestimated. 

All meetings of the league should be conducted in accordance 
with the best rules of parliamentary practice. In order that the league 
officers and members may familiarize themselves with the rules in 
connection with the conduct of meetings, we are publishing a few 
hints and suggestions in regard to this matter. 

1. During a meeting, members should not talk with each other. 

2. Any remarks which a member may have to make should be 
addressed to the President. 

3. The President should always be addressed as Mr. or Madame 
President. 

4. The person who wishes to speak should be recognized by the 
President as follows : "Mr. or Miss " 

5. Whenever a member has been so recognized by the President 
he has the privilege of the floos (that is, he has the privilege to speak). 

6. The only interruptions which may be allowed are (a) a ques- 
tion, or (b) a call for a point of order. 

(a) Question. Any member may interrupt the speaker to ask a 
question of personal privilege, or for the purpose of gaining informa- 
tion about the subject which is being discussed by the speaker. This 
motion should be executed in the following manner: 

Member rising to interrupt : "Mr. President, I rise to a question 
of information." 

President : "State your question." 

Member interrupting: "Am I to understand from the speaker 
that the committee was composed of only two members?" 

The member speaking then gives the information asked for, and 
continues his discussion. 

The motion for a question of personal privilege is handled in the 
following manner : 

Member rising to interrupt : "Mr. President, I rise to a question 
of personal privilege." 

President: "State your question." 

Member: "Mr. President, the air in this room is foul, and I 
ask the privilege to open a window?" 

The president may rule for or against the person asking the ques- 
tion in either case. 

(b) Point of Order — A point of order may be raised whenever a 
member who has the floor does something which is not according to 

127 



the rules, such as making remarks which are not upon the subject 
which is being discussed, or making another motion when the motion 
before the meeting has not been disposed of, etc. 

This interruption should be handled as follows. 

Member interrupting: "Mr. President, I rise to a point of order." 

President: "State your point of order." 

Member interrupting: "Mr. President, the speaker is out of 
order, because there is another motion before the meeting." 

President: "The chair decides that the point is (or is not) well 
taken." 

The interrupted speaker then takes his seat or asks for an appeal 
from the decision of the chair, as follows : 

Interrupted Speaker : "Mr. President, I appeal from the decision 
of the chair." 

President: "Mr. appeals from the decision of the 

chair. As many as are in favor of sustaining the decision of the chair 

will make manifest by saying 'Aye' ; contrary, 'No'." 
President: "The motion is (or is not) carried." 
If the decision of the chair is sustained by the carriage of this 

motion, the interrupted speaker must take his seat. If the motion is 

lost, the interrupted speaker may continue to speak. 

7. When offering a motion it should be stated in the following 
manner: "I move that the report of the committee be adopted." 

8. Never offer a motion while another motion is before the meet- 
ing. 

9. Voting upon a motion is usually carried on in the following 
manner: 

President : "All in favor of this motion say 'Aye' ; contrary, 
'No.' " The President then gives the result by saying: "The motion 
is lost," or "The Motion is carried." 

10. Motion for question of privilege or point of order takes 
precedence over all other motions. 

11. Two amendments to a motion are allowable, but it is usually 
better to offer a substitute motion. 

13. A motion may not be voted upon until it has been seconded 
by some member other than the one offering the motion. 

14. In case of tie votes, the president decides the motion. 

15. All regular meetings should follow this order of business. 
It is hoped that all league members and officers will study the 

above information carefully, so that they may be the better enabled 
to conduct their league on a sound business basis. It would be ad- 
visable for the league officers to keep a copy of this manual on hand 
at all times so that questions which may arise can be settled in an 
authoritative manner. The Department of Education, State Capitol, 
St. Paul, Minn., or the County Superintendent will be very glad to 
give advice upon any question which may arise in connection with the 
work of your leagues. 

128 



Creeds 
THE LITTLE CITIZENS' CREED 

I am a Little Citizen of the United States and I believe in my 
country, my school and my flag. I believe that I can serve my coun- 
try best by attending school every day, and by endeavoring to become 
intelligent, honest and efficient. 

I believe that my country gives to me the same rights and priv- 
ileges that she can give to anyone, and that it is my duty to cultivate 
my talents and to enrich my life in order that I may better serve 
her interests. 

I believe that my flag stands for honor, truth and justice in all 
things, and that God is with us. — Mamie E. Thompson. 

CIVIC CREED FOR THE BOYS AND GIRLS OF THE GREAT 

REPUBLIC 

God hath made of one blood all nations of men, and we are His 
children, brethren and sisters all. We are all citizens of these United 
States and we believe the flag stands for self-sacrifice for the good 
of all the people. We want, therefore, to be true citizens of our great 
country, and will show our love for her by our works. Our country 
does not ask us to die for her welfare only — she asks us to live for 
her, and so to live, and so to act that her government may be pure, her 
officers honest, and every corner of her territory a place fit to g\*ow 
the best men and women, who shall rule over her. — Author Unknown. 

COUNTY CREED 

I am a pupil of the .• County Schools, a citizen of Min- 
nesota and of the United States. It is my right and my privilege to 
make an honest living and to be comfortable and happy. It is my 
right and my duty to help others secure these benefits. I will work 
hard and play fair. I will be kind to all, especially to little children, 
to the old, to the unfortunate, and to animals. I will help to make 

County a clean, beautiful and law-abiding county. These 

are the best services I* can render to my school, my county, my state 
and my country. — Mrs. M. H. King. 



129 



Suggestions to the Program and Information Committee 

One of the most necessary things in connection with patriotic 
work at the present cime is that pamphlets in regard to the present 
national needs and war conditions should be distributed among the 
grown people. If you will kindly obtain these pamphlets and turn 
them over to the Aid Committee so that every one in your district 
may have a copy of each, you will help wonderfully. At the same 
time it would be well to obtain a copy of the National Service Book. 

The school should learn the different flag salutes and the national 
flag customs (page 75 to page 79). It would be well to have morn- 
ing exercises twice a week, in which the children give a flag salute 
and something in the line of patriotic work. 

Too much time should not be given in the morning programs to 
such work, however, and wherever possible, if the teacher can spare 
the time, a special fifteen-minute period per day should be set aside 
for the Little Citizens' League work. Three of these fifteen-minute 
periods per week should be given to patriotic work, and two of the 
periods to health work. These must not include the four daily five- 
minute physical culture drills. The work at these fifteen-minute 
periods should all be carried on by the committees, under the teacher's 
direction, and should cover definite health and civics work, produc- 
tion, etc. 

Health work can be based on hygiene and sanitation, and consist 
of talks on general health, posture, care of the teeth and the use of 
the tooth brush and dental floss. 

At this time, current events, history and civic work may be used. 
One child can give the biography of some well known person like 
Clara Barton, Florence Nightingale, Henry Ford, Herbert Hoover. 
Theodore Roosevelt, Woodrow Wilson, Washington, Grant or Lin- 
coln, and teach the whole school what these people are doing or have 
done. 

The necessities of conservation can be presented by some chil- 
dren. Others can follow this with a statement of the ways of saving 
and providing food, and still others show how much can be saved 
by the school children of the country. In- this way all will learn much 
that is of practical benefit at the present time. This information can 
be obtained from Conservation and Hoover Problems, pages 96 to 109. 
Information can be given at this exercise period in regard to the work 
of various divisions of the Government and the great organizations 
like the Red Cross and its Junior Auxiliary, the Young Women's 
Christian Association and the Young Men's Christian Association. 

Friday afternoon should be given over to the Little Citizens' meet- 
ing, the president taking charge and each committee reporting on the 
work accomplished and the work planned. Any new suggestions may 
be submitted at that time. Some time might be given to drills on 
Rules of Order. 

130 



The work of these daily exercises will help each child prepare 
for one general evening program, which should be given every two 
months. This program may be composed largely from the good things 
that have been given in daily recitations and the morning exercises. 
The daily work should be used as a basis for all the program work 
and very little outside preparation be undertaken. 

Following are the outlines of some special programs and the ma- 
terial needed. It would also be well for the committee to get a 
speaker to talk to your school and the people of your neighborhood 
on the work of the Government under war conditions, and the neces- 
sity of conservation of health, food, etc. The teacher can tell you to 
whom you should write, and if she does not know, you can apply to 
the organizations listed on page 110. 

The Committee on Information and Programs should handle the 
work alone in every respect, as far as possible. The teacher will 
always stand ready to aid, but this work should be carried out by the 
Committee, and either the chairman or some other member of the 
Committee should preside at all meetings, whether they are attended 
by adults or not. 



PROGRAMS 

The following seven programs are suggestive of the work that 
may be given. Permission to publish the same, as given by teachers, 
the Owen Publishing Company and School Education, is hereby ack- 
nowledged. 

The first one outlined is the Patriotic Pageant. Parts of this may 
be used in connection with other programs. 

The Liberty Loan Program is extremely good for a large school. 

The Flag Program may be varied in many ways. If larger and 
more pretentious programs are desired, it would be well to obtain 
the November, 1917, copy of the Normal Instructor, price 20 cents. 
This contains a dramatization of "The Story of the American Flag," 
and "How the Star Spangled Banner was Written." The June, 1917, 
number contains some very good little plays and exercises for Flag 
Day. 

The Red Cross Program covers not only the work of the Red 
Cross, but the work in First Aid as well. Variation in this program 
may be made by using selection from the book called "The Rhymes 
of the Red Cross Man." 

The Conservation Program may be varied in a number of ways 
through the use of many short poems that are to be found in the 
newspapers at the present time. The need of conservation may be 
not only emphasized, but made to apply to the present day through 
the use of the articles in the newspapers. The girls should serve a 
conservation lunch. 

The Little Citizens' League Program may be divided by empha- 
sizing and extending the four lines of work represented, and made to 
do the service of four programs. 

131 



The Suggestive Club Programs, as furnished by T. A. Erickson, 
Federal Club Leader, are very good in connection with the production 
work. 

The poems and prose on pages 49 to 87 are especially good for 
programs. 

All programs demand good singing. The best patriotic songs are 
to be found on pages 78 to 85. Children should learn the songs that 
every citizen should know, such as "America, "The Star Spangled 
Banner," and "The Battle Hymn of the Republic." Every word of 
all the verses should be thoroughly explained by the teacher, mem- 
orized by the pupils, and all the children should be able to sing each 
verse without a book. 

Oh, say, can you sing from the start to the end, 

What so proudly you stand for when orchestras play it ; 
When the whole congregation, in voices that blend 

Strike up the grand hymn, and then torture and slay it? 
How they bellow and shout when they're first starting out, 
But "the dawn's early light" finds them floundering about. 
'Tis "The Star Spangled Banner" they're trying to sing, 
But they don't know the words of the precious old thing. 

Hark! The "twilight's last gleaming" has some of them. stopped, 

But the valiant survivors press forward serenely 
To "the ramparts we watched," where some other are dropped 

And the loss of the leaders is manifest keenly. 
Then "the rocket's red glare" gives the bravest a scare, 
And there's few left to face the "bombs bursting in air" — 
'Tis a thin line of heroes that manage to save 
The last of the verse and "the home of the brave." 

1, A Patriotic Pageant 

By John Rodemeyer 

Setting — Two dark hangings at back of stage with an opening in 
the center. One raised pedestal on which Liberty is to stand, and two 
smaller ones at either side of pedestal. 

Music — "Oh, Columbia, the Gem of the Ocean" (piano or or- 
chestra). 

Enter Uncle Sam, followed by Columbia. 
Uncle Sam : Columbia, we must win this war ! 
Columbia: Why, Uncle Sam, we are going to win this war. 
Uncle Sam : I need men, I need men. 



Columbia (raising her flag) : Here they come 



Music "Good-bye Broadway, Hello France," or "Tipperary." 

Boy Scouts : March by twos, Flag first. March across stage 
and off. Uncle Sam and Columbia stand back pleased, and watch. 

Uncle Sam : Fine fellows, fine fellows !. 

Uncle Sam : I need economical housewives — I need good nurses. 

Columbia: This land is already full of them — just see. 

Music — March — Enter housewives, who sing the Work Song, 
page 20, Modern Music Primer. 

132 



Words — 

Sing a song of housewives, busy all the day, 
Knitting for the soldiers, miles away. 

As housewives leave, nurses (little girls) enter with great big 
knitted socks. 

First Nurse : Some sock ! 

Second Nurse : Some fit ! 

Third Nurse : I can use this for a helmet. 

Fourth Nurse : This will do for a mitt 

Fifth Nurse (charitably) : She tried to do her bit. 

Sixth Nurse : / wish Americans could knit. (Nurses leave stage 
to music.) 

Columbia: Aren't our women splendid? 

Uncle Sam : Yes, but I need another thing. I need money — 
I need money. 

Columbia: It must come. I am sure it will come. 

Music — Tinkling music — Little silver dollars (girls) and green- 
backs (boys) come in, trippingly. 

Uncle Sam takes off his hat. Coins dropped by girls and green- 
backs piled high in the hat by boys. 

Uncle Sam : Surely these things will bring peace and plenty. 

Columbia : And we shall have rest. 

Chorus sings softly Peace Song. (Tune: "All Through the 
Night"). 

Words — 

"Peace be to this mighty nation, 

All through the years, 
Peace the earnest of salvation, 

Keep us from fears. 
Peace that speaks the heavenly giver, 

Peace to worldly minds unknown 
Peace that floweth as a river, 
Peace from God alone." 
Adapted from the Church Hymn /'Peace be to This Congrega- 
tion." 

Peace enters. Fifteen happy children follow. 

Music — (Waltz) They dance across the stage, as birds and light 
on the edge of the platform. The two leaders pose under the arms of 
Peace. (Bow their heads and pose prettily.) 

Plenty enters. 

Music — Harvest Song by Chorus: "Harvest Home," found in 
any Hymnal. 

Seven children representing fruit enter and form first line. 

Six children representing vegetables enter and form second line. 

Six children representing grain enter and form third line. 

The fourth child holding fruit kneels before Plenty as chorus 
sings "Amen." 

133 



Tableau 

"America," played by orchestra while Liberty enters from rear 
high above others. 

Liberty rises at the back over all. 




This tableau should be arranged so all may be clearly seen. 

1. Liberty high up. 

2. Columbia. 

3. Uncle Sam. 

4. Peace. 

5. Plenty, 
abcdef — grain. 

hij klm — vegetables. 

nopqrst — fruit. 

x — -Happy children sit here. 

Costumes — Pictures of these characters can be obtained from any 
public library in any town or city. The costumes may all be very 
cheap, and paper may be used extensively. 

Housewives use cooking outfit, and a number knit. 

Red Cross Nurses may have tissue paper caps and aprons. 

Money-girls — Silver dollars on hair ribbons. 

Boys — Green cloth caps or similar paper caps colored with green 
chalk and big $ printed on sides. 



2. Patriotic Program 

Chairman : 

1. Music — The Star Spangled Banner — Phonographic Record. 

2. Talk — The Life and Service of La Fayette. 

134 



3. Music — National Airs of Poland and France — Phonograph Rec- 
ords. 

4. "Our Starry Flag" — Poem, Primary Education. 

By a group of IB Children. 

5. Recitation — "A Patriotic Girl." From "Patriotic Celebrations." 

Denison Pub. Co., Chicago. 

6. Recitation — "Your Lad and My Lad." 

Sept. 20, 1917, Literary Digest. 

7. Recitation — "The Flag Goes By." 

Elson Grammar School Reader 3. 

8. Columbia's Banners — The Day We Celebrate. 

Denison Pub. Co., Chicago. 

9. A Group of Recitations: 

1. A Fool. Rhymes of Red Cross Man. 

2. Boys' Inventions. Patriotic Celebrations. 

3. Our Country. Patriotic Celebrations. 

T. S. Denison & Co., Chicago. 
10. Sousa's Marches. 



3. Liberty Loan Program 

(This Program Was Given by the Whittier School of Minneapolis) 

There were eight hundred children in line for the following pro- 
gram, which shows what part children are taking in the war work. 

All groups carried appropriate posters and flags. 

A speaker for each group told of the work that particular group 
was doing. 

The last group (12) was most impressive. Each child carried a 
flag,* and the aisles of the auditorium were filled with children and 
waving flags as all stood for "America." 



Order of March. 

1. Uncle Sam. 

2. Bond Holders. 

3. Red Cross Workers. 

4. Library Contributors. 

5. Campfire Girls. 

6. Boy Scouts. 

7. Certificate Owners. 

8. "Our. Bit." 

9. Food Conservation — Utensil Demonstration. 

10. Garden Club. 

11. Liberty Loan Exercises. 

12. Children who have relatives taking part in war. 

13. Solo— "America." 
Audience join in last stanza. 

14. Speaker. 

The Boy Scouts gave the Scout yell and Liberty Loan yell. 

135 



Utensil Demonstration. 

9. Utensil Demonstration. 
Girls in cooking uniform each carrying utensil appropriate to 
their line. 

First girl — Can the Kaiser. 

Second girl — Whip the whiner. 

Third girl — Whip the slacker, too. 

Fourth girl — Roast the pacifist. 

Fifth girl — Drain our purses dry. 

Sixth girl — Measure justice to your neighbor. 

Seventh girl — Bake corn meal and rye. 

Eighth girl — Skim the totals of your bank book. 

Ninth girl — Small fry can help, 'too. 

Tenth girl — Chop excuses out entirely. » 

Eleventh girl — Cut expenses in two. 

All — Buy a Liberty Bond. 



Garden Club 

Carried rakes, hoes, baskets, etc. Sang following to tune of 
'O Bring the Fife." 



We've brought our rakes, 

We've brought our hoes, 

And brought our spades along, 

We're ready now to do out bit, 

A hundred thousand strong: 

We'll plant potatoes, plant tomatoes, and some onions too, 

And by our work we'll win this strife 

Just as we're sure to do. 



(Chorus) 



While we are working 

Like soldiers true, 

Hail to the colors, red, white and blue, 

We're a band of workers now, 

Ready with our hoe and plow, 

While we are working 

Like soldiers true. 

136 



Liberty Loan 

(Original Rhymes, Greeley School, Given by Eleven Second-Grade Boys) 

This "L" is a big one 
And before we are through, 
You will know what it stands for 
So list, I pray you. 

This "1" means that I, you 
And everyone here, 
Can help make this Loan Fund 
The largest this year. 

This "B" stands for Boys ; 
And it tells us all, 
That boys as well as men 
Can help win this fall. 

This "E" stands for Eagle 
Who cares for us here — 
The American Eagle 
We love so dear. 

"R" stands for Roosevelt, 
Who travels today, 
Telling our country 
To work, pray and pay. 

This "T" stands for Ten, 
Let it stand for money, too: 
Ten nickles, ten dimes, 
Ten dollars — from you? 

This "Y" means that you 
Are able to show, 
How the Liberty Loan Fund 
Can grow and grow. 

This "L" is for Liberty, 
O long may she live, 
From us she will go 
Less we give and give ! 

This "O" stands for order — 

An order to pay 

All your spare cash 

To the Loan Fund today. 

137 



"A" stands for able ; 
It shows every man 
Is able and willing 
To give all he can. 

This "JST" is the Nation, 
President Wilson, the man, 
Who will see that we win 
If we give all we can. 

Spoken by twins whose father had gone to the war. Both carried 
flags. 

First twin : 

This army of children we're leading, 
Represents relatives over in France, 
Each child has some kin in the army, 
Brothers, sisters, cousins or aunts. 

Second twin : 

We've given our own dear daddy, 
And we ask of you here tonight, 
To put your dollars behind him; 
Do your bit in the cause of the right. 

4. Flag Program 

1 — Introductory Remarks. 

2 — Wave, Flag, Wave. 

3 — Here is the Flag. 

4 — Our Flag — Motion Song. Third and Fourth Grade Girls. 

5 — Civic Creed. See page 129. 

7 — Song: The Battle Hymn of the Republic. See page 83. 

6 — Recitation: What the Flag Means. See page 70. 

8 — Recitation: Your Flag and My Flag. See page 71. 

9 — Recitation : Etiquette of Flag. See page 77. 
10 — Song: Red, White and Blue. See page 81. 
11— Flag Drill. 

WAVE, FLAG, WAVE 
By Pupils of Ott School, Ridgeway, Pa. 

Tune: "Dip, Boys, Dip the Oar" 

The flag waves high you see, boys, 

The old Red, White and Blue, 
She bids us all be free, boys, 

In this land of the true. 

138 



Chorus — 

Wave, flag, wave on high, 
Lift your folds to the azure sky. 
Freedom ours shall be, 
In this land of liberty. 

Long may you float on sea, flag, 

And the home of the brave and free, 

You bid all lands be free, flag, 
Where'er you chance to be. 



Here Is the Flag. 

For this the stage should be clear, except for a flagpole. If the 
building in which the play is presented has electrical equipment it is 
very impressive to have an electric fan, concealed behind a screen, 
turned on, to lift Old Glory to the breezes when it is raised from the 
bottom of the pole, where it rests, by a young soldier of seven, ac- 
companied by a sailor of like number of years, who salutes as the cur- 
tains are drawn. The audience sees at once the finished product — 
the flag of today. After the raising of the flag, at which everybody 
stands, twelve Boy Scouts enter, salute and recite the following: 



First Boy: Here is the flag! 

Second Boy : Hail it ! 

Third Boy: Who dares to drag or trail it? 

Fourth Boy : Give it hurrahs ! 

Fifth Boy : Three for the stars (All : Hurrah ! Hurrah ! Hurrah !) 

Sixth Boy : Three for the bars (All : Hurrah ! Hurrah ! Hurrah !) 

Seventh Boy: Uncover your heads to it! 

Eighth Boy : The soldiers who tread to it, shout at the sight of it ! 

Ninth Boy: The justice and right of it. 

Tenth Boy: The unsullied white of it. 

Eleventh Boy: The blue and the red of it. 

Twelfth Boy: And tyranny's dread of it. 

All: Here is the flag! 

Then the soldiers, after another salute, march off, leaving the 
banner to wave there in full sight of all. There is a stir in the heart 
as the boys say the words with vigor and conviction. By splitting the 
poem making one child responsible for a small unit, there is more 
chance for accurate and vital interpretation of the lines. While the 
words are being uttered the Scouts look intently at the flag. 

139 



Our Flag — Motion Song. 

Air: "There is a Happy Land" 

(This exercise may be given by a group of children, each carry- 
ing a flag.) 

Flag 1 of our country brave, red 2, white and blue, 
We love to watch thee wave, our love is true. 
Oh, let us sweetly sing ! loud let our 3 praises ring, 
Praise 1 to this noble thing, red 2, white and blue. 

Red is 4 the blood that rolls, blue 5 is the sky, 
White are the heroes' 6 souls, for 1 thee that die. 
Oh, let us proudly sing! loud let our praises ring, 
Praise 1 that this holy thing still waves 2 on high. 

Broad is 7 our native land, land of the free, 

'Mong all the nation's grand foremost 1 it be. 

Oh, let 8 us bow and sing thanks unto our God, our King, 

Thanks 1 for this holy thing, Father 9 to Thee. 

1. Right hand raised holding the flag. 

2. Waves it in time to music. 

3. Both hands clasped. 

4. Look down and sing softly. 

5. Right hand points upward. 

6. Both hands crossed over breast. 

7. Both arms outspread. 

8. Hands clasped, head bowed. 

9. Both hands clasped, singing softly with face downward. 

Flag Drill 

For boys or girls — any number from sixteen to twenty-four. 

Children march onto a rectangle single file, march around the 
rectangle and come up the center double file. Turn on the line and 
each leader leads his line to the rear corners and comes upon the 
diagonals, Repeat on the diagonals so each leader will be in his proper 
place. 

March to the rear and come up in double file, march back on 
the rectangle and stand on the line with flags raised and crossed to 
form an arch. The second couple passes under the arch and takes 
their place in front of the first couple and raise flags, the third couple 
passes through and stands in front of the second, etc., until an arch- 
way of flags has been formed by all. Then the rear couple passes 
through to the front and back to the rear on the rectangle. Each 
rear couple follows and all come back to the center double file. Turn 
on the line and follow one leader to the right (single file). 

March around on the rectangle and then the leader leads the line 
onto a circle formed in the rectangle. 

After they march around the circle once, the leader steps into 
the circle and raises his flag, the others face the center and give the 
flag salute or sing some appropriate song. The leader steps back into 

140 



line and leads onto the rectangle again. Then he leads onto a triangle 
formed in the figure. 

After marching around on the triangle, the line marches off, single 
file. 

5. Red Cross Program 

1 — America. Page 79. 
2 — Life of Clara Barton. 
• 3 — Finding Him. Demonstration of stretcher work. 
4 — America, My Country. Page 12. 
5 — Care of our Soldier — Demonstration of bandaging. 
6 — What the Red Cross Has Done. Page 110. 
7 — Kipling's Team Work. Page 29. 
8 — Exhibition of Red Cross Sewing, or Tableaux of School at 

Red Cross work. 
9 — "Keep the Home Fires Burning." 

6. Conservation 

1 — Columbia, the Gem of the Ocean. Page 81. 

2 — Talk. Need of Food — Prepared from pages 96 to 98. 

3 — The life of Hoover, by pupil. 

4 — "Hoover's Goin' to Get You." 

5 — God Bless Our Native Land. Page 83. 

6 — The Amount of Help our County and School can Give. Ex- 
planation of examples based on need of food, and the number 
in school, township and county. (See Hoover Problems, page 
96.) 

7— "A Meatless Day." 

8 — Utensil Demonstration. Page 136. 

9— "America, the Beautiful." Page 84. 

Hoover's Goin' to Get You 
The darned old Ploover pledge has come to our house to stay ; 
To frown our breakfast bacon down, and take our steak away ; 
It cans our morning waffles, and our sausage, too, it seems, 
And dilates on the succulence of corn, and spuds, and beans. 
So skimp the sugar in your cake and leave the butter out, 
Or Hoover's goin' to get you if you 

Don't 
Watch 
Out! 

Oh, gone now are the good old days of hot cakes thickly spread; 
And meatless, wheatless, hopeless days are reigning in their stead ; 
And gone the days of fat rib roasts, and two-inch T-bone steaks, 
And doughnuts plump and golden brown, the kind that Mother makes. 
And when it comes to pie and cake, just learn to cut it out, 
Or Hoover's goin' to get you if you 

Don't 
Watch 
Out! 

141 



So spread your buckwheats sparingly, and peel your taters thin; 

And tighten up your belt a notch and don't forget to grin, 

And if, sometimes, your whole soul yearns for shortcake high and wide, 

And biscuits drenched with honey, and chicken, butter fried, 

Remember then that Kaiser Bill is short on sauerkraut, 

And Hoover's goin' to get him if we'll 

All 
Help 
Out! 

Ladies' Home Journal. 
A Meatless Day 

When I come to the end of a meatless day 

I am always so glad that it's past, 
For the mush and the bread that I've stowed away 

Are not foods that are made to last. 
I long for a steak or a juicy roast 

In place of the spuds and the mash, 
If I only could have some minced ham on toast, 

Or some old-fashioned weiners or hash. 

But I'll stick to the plan for saving the meat, 
And I'll eat oats and corn and won't stop 
• Until Uncle Sam has Germany beat, 
And our boys have gone over the top. 
We cannot all right or work in the pit, 

We can't all be warriors brave, 
But we can all help by doing our bit 

With the meat and the wheat that we save. 

— T. S. P. 

7. Little Citizens' League Program 

1 — America. 

2 — Flag Salute — followed by Pledge. 

3 — Dialogue. We Are the Men of the Coming Years. Page 148. 

4 — Talk. Some Health Facts. 

(Talk on the need of health inspection for boys and girls, bet- 
ter light, ventilation, etc.) Pages 40 to 49, 152 to 159. 

5— Mary Had a Little Cold. Page 43. 

6 — Calisthenic Drill. 

7 — Talk. Cost of Putting Playgrounds in Shape. 

8— The Battles of England. Page 169. 

9 — Production Pledge. Page 177. 
10 — Club Production Song. Page 122. 

11 — -One of the Club Achievement Stories. Pages 174 to 177. 
12 — Talk. (What can be done with money earned through pro- 
duction? Pages 170 to 173.) 
13 — Liberty Loan Exercise. Page 137. 

14 — School — Exhibit of Red Cross Work or Production Work. 
15 — "Keep the Home Fires Burning." 

142 



TABLEAUX 

Tableaux, when well given, furnish very effective numbers on the 
school program. A list of very striking pictures, suitable for this pur- 
pose, was given in the Ladies' Home Journal from July to December, 
1917. This "Romantic America Series" of pictures are color repro- 
ductions from paintings by J. L. G. Ferris. If they cannot be repro- 
duced in detail, they at least will give suggestions for. such work. 
Pictures or incidents in history may give other suggestions for this 
purpose. Pupils often get real interest and profit in searching for 
such material. 

July number: 

The Greatest American and His Flag. 
Putting the Stars on the First Flag. 

August number : 

(Cover) The Girl I Left Behind Me. 
Henry Hudson, Dreamer and Explorer. 

September number : 
Letting Him Go. 
The Exiles. 
The Abduction of Pocahontas. 

October number : 

The Real American. 
# His Unfailing Comforter. 

The Return of Miles Standish. 

November number: 

The First Thanksgiving in America. 

When the First President Gave Thanks. 

The Landing of William Penn. 

Note — The monthly issues following contain many other pictures 
suitable for effective tableaus. 

Suggestive Topics for Tableaux 

Spirit of 76 (Minute Man). 

Statue of Liberty. 

Somewhere in France. 

Columbia's Greater Need. 

An Angel of Mercy — The Red Cross. 

Scenes from the World's War 
Columbia Speaks. 
Off for France. 
Trench Building. 
Letters From Home. 
Prepared for a Gas Attack. 
Doing His Bit. 
Finding Him. 
Field Hospital Work, 
Doing Her Bit. 

143 



Dialogues 

Our Flag 

For Columbus Day 

First Child— 
I see it waving in the wind 

Above the schoolhouse high; 
I see it carried at the head 

Of soldiers marching by. 

All (waving flags) — 
I love the flag, I love the flag, 

Of red and white and blue; 
I love the flag, I love the flag, 

I love our country, too. 

Second Child — 
I see it in the children's hands 

The day we take our flow'rs 
To deck the fallen soldiers' graves, 

Our country's dead, and ours. 

All (waving flags) — 
I love the flag, etc. 

Third Child— 
I see the worn old veterans, 

With halting steps that lag, 
But hearts all full of loyalty 

Go following the flag. 

All (waving flags) — 
I love the flag, etc. 

Fourth Child— 
I see it from the flagpole's height 

Float far out to the breeze, 
And gleam in patriot windows bright, 

And fly from balconies. 

All (waving flags) — 
I love the flag, etc. 

Fifth Child— 
Our own dear flag, our country's flag, 

I love it more and more, 
And ev'ry day its fair folds seem 

E'en dearer than before. 

All (waving flags) — 
I love the flag, etc. 

By Bertha E. Bush. 
144 



Flag Drills and Dialogues 

Stand by the Flag 

Dialogue for Three Boys With Flags 

First Boy — 
Stand by the flag on land, on ocean's billow, 

By it your fathers stood, unmoved and true, 
Living, defended ; dying, from their pillow 

With their last blessing passed it on to you. 

Second Boy — 
The flag floats east, the flag floats west, 

The skies unveil their glory, 
Each stripe reflects the loving light, 

Star tells to star its story. 

Third Boy — 
From sea to sea, in calm or storm, 

Shine on, O flag, in beauty, 
For all who walk in freedom's ways, 

For all who died for duty. 

All (raising flags) — 
Up with our banner bright, 
Sprinkled with starry light, 

Spread its fair emblems from mountain to shore, 
While throught the sounding sky 
Loud rings the Nation's cry, 

"Union and Liberty ! One evermore !" 

A Flag Day Exercise 

For Eight Girls 

All wear white dresses, red white and blue ribbons, and carry flags 
over right shoulders. 

They stand in a row facing the audience and each in turn recites 
one of the following verses : 

One hundred forty years ago, 

Upon this very date, 
Our Congress did resolve upon 

A flag for us—they state. 

"There shall be thirteen stripes," they said, 

"Alternate red and white, 
And thirteen stars of white also 

On a field of blue so bright." 

'Twas Betsy Ross who made our flag 

That Washington designed ; 
The stripes, and stars and field of blue 

Together she did bind. 

145 



"The stars from heaven we take," said he, 

"The red from mother land, 
The bands of white which come between 

For liberty shall stand." 

Since then there has been added 

A star for every state, 
Till now in nineteen-eighteen 

They number forty-eight. 

But still the stripes remain the same, 

Thirteen of white and red 
To 'mind us of the first thirteen 

Who for their country bled. 

Still stands the flag for liberty, 

For rights of all oppressed, 
And still we think that of all flags 

It is the very best. 

Then let us pledge allegiance 

To Stars and Stripes so true, 
And let us give three rousing cheers 

For the Red, White and Blue. 

By Elsie F. Redman. 

After the last verse, a chord is struck on the piano and the chil- 
dren form couples (number l's at the front) facing each other. 

4 4 

3 3 

2 2 

1 1 

Children now perform the following drill while singing the first 
verse of "Star Spangled Banner," or the school may sing while chil- 
dren drill. 

The Drill 

"Oh, say, can you see, by the dawn's early light, 
What so proudly we hailed at the twilight's last gleaming," 
(At the first word all wave flags to the right and continue, left, 
right, etc., in time to music. On the words "see," "light," "hailed," 
"gleaming," all extend flags diagonally forward, touching tips of flag- 
staffs and forming an arch. After touching tips of flags always start 
to wave toward right.) 

"Whose broad stripes and bright stars," 

(Couples 1 and 3 remain standing in place holding flags in same 
position forming the arch. Couples 4 and 2, with flags over right 
shoulders, march forward five steps under arches formed by couples 
3 and 1, respectively. Pause on word "stars."} 
"Through the perilous fight," 

146 



(Couples 1 and 3 remain in same position. Couples 2 and 4 sep- 
arate, marching five steps backward and taking places beside l's and 
3's, respectively.) 

"O'er the ramparts we watched/' 

(Couples 1 and 3, with flags over right shoulder, make a quarter- 
turn in place with five small steps and face front. This is the forma- 
tion : ) 

(At word "watched" 2's and l's, 3's and 4's point flags diagonally 
towards each other, touching tips and forming arch.) 

"Were so gallantly streaming?" 

(l's and 3's wave flags sideways, starting toward the center, 2's 
and 4's start waving away from center.) 

(On syllable "ing" touch flag tips as at word "watched.") 

"And the rockets' red glare," 

(All carry flags over right shoulder; 2 and 4 remain in place, 3 
move backward five steps, 1 move forward five steps into this forma- 
tion:) 

3 3 

4 4 

.22 

1 1 

"The bombs bursting in air," 

(All face center. 2's and 4's are now partners. On word "air" 
partners point flags diagonally with tips touching.) 

"Gave proof thro' the night" 

(On the word "gave" wave flags away from partners and continue 
back and forth until word "night" when 4's touch flags with 3's, and 
l's with 2's.) 

"That our flag was still there." 

(All stand with flags over right shoulders.) 

"Oh, say, does the star spangled banner yet wave 

O'er the land of the free, and the home of the brave?" 

(On words "Oh," "o'er," "and," wave flags to right, and continue 
left, right, etc. On words "wave," "free," "brave," point flags di- 
agonally toward center. Repeat the last two lines and all carry flags 
over right shoulders while l's remain in place, 2's march toward each 
other, 3's march forward, 4's march backward and towards each 
other. This brings all into first formation:) 

4 4 
3 3 

2 2 
1 1 

(The drill may be repeated to the singing of the last verse or the 
eight children may march out singing last verse.) 

147 



We Are the Men of Coming Years 

Dialogue for Two Boys 

First Boy — 

We are the men of coining years 

Who will follow wherever that flag appears, 

Who, honest, faithful, brave and true, 

Will stand by that banner our whole lives through. 

If war or dishonor our land should assail, 

Our courage, our loyalty never shall fail. 

True to our flag, to our brotherhood true, 

We'll fight for, yes, die for, the Red, White and Blue. 

Second Boy — 
God bless the flag ! let it float and fill 
The sky with its beauty ; our heartstrings thrill 
To the low sweet chant of its wind-swept bars 
And the chorus of all of its clustered stars. 
Defend it, O fathers, there's no sweeter death 
Than to float its fair folds with a soldier's last breath 
And love it, O children, be true to the sires 
Who wove it in pain by the old camp fires. 



The Banner of the Union 

Air: "Marching Through Georgia" 

Bring the good old banner, boys, the flag our father's bore, 
Let it float across the land and shimmer on the shore, 
Liberty is marching on to many conquests more, 
Bearing the banner of the Union. 



( Chorus. ) 

Hurrah ! hurrah ! we'll bring the jubilee ; 
Hurrah ! hurrah ! the flag that makes us free ; 
So we'll sing the chorus of truth and liberty, 
Bearing the banner of the Union. 

How the nation thundered, when the flag was menaced long, 
How the boys enlisted and the girls grew bold and strong, 
How the hosts of victory, triumphant swept along, 
Bearing the banner of the Union. 

Rally 'round the colors, boys, and keep them at the fore, 
Take your stand for liberty and fight her battles o'er, 
True to home and freedom, over loyal to the core, 
Bearing the banner of the Union. 

148 



SUGGESTIVE CLUB PROGRAMS 

1. CORN DAY. 

a. Roll call, each member responding, by naming corn product or 
variety of corn, with a statement concerning each. 

b. Reading of some good corn poem, taken from readers or library 
books by a club member. 

c. Story, "How I Grew My Crop of Corn," by a club member, taking 
part in corn contest. 

d. Talk about corn by progressive farmer, agricultural agent, or agri- 
cultural teacher. 

e. Other topics : "History of Corn" ; "Corn Products" ; "Corn Ma- 
chinery." 

f. "The Dishes I Can Make from Corn," by girl club member. 

g. Games. 

2. .CORN FAIR 

a. Music, readings, talks and stories as suggested for Corn Day 
program. 

b. Club members should select and exhibit ten ears of corn. A pre- 
mium list should be prepared. Blue, red and white ribbons may 
be given for first, second, and third prizes, respectively. Other 
prizes may be provided. Have corn judged, with talk to club on 
reasons for placing. 

A Corn Fair of this kind may be held for one school, or several 
schools may combine. 

3. POTATO DAY 
Use same plan as for Corn. 

4. POTATO FAIR. 
Same plan as for Corn Fair. 

5. LOCAL SCHOOL DISTRICT PROGRAM— BY CLUB 

MEMBERS 

a. "History of the District." 

b. Talk, by some old resident. 

c. "The Geography of the District." 

d. "What We Grow in Our District." 

e. "W T hy I like to Live Here." 

6. Township, County, and State programs may be worked out, using 
suggestions given for District Program 

7. VEGETABLE PROGRAM— BY "GARDEN TEAM" 
MEMBERS 

a. Roll call, answered by naming vegetable, giving a short statement 
about each. 

b. "Why We Should Have a Garden." 

149 



c. "How I Grew My Garden." 

d. "How I Canned the Products from My Garden," by member with 
canning record. 

e. "Enemies of My Garden — Insects and Diseases." 

f. "The Dishes I Can Make from Garden Products," by Girls' Club 
member. 

g. Additional poems on garden topics, taken from readers or library 
books. 

8. GARDEN CLUB FAIR— BY "GARDEN TEAM" MEMBERS 
The suggestions for holding Corn Club Fair will apply. 

9. A FLOWER PROGRAM— BY "GARDEN TEAM" 
MEMBERS 

a. A roll call, answered by names of varieties of flowers, with state- 
ment about each. 

b. "My Flower Garden." 

c. "Why Flowers have Beautiful Colors." 

d. "The Uses of Flowers." 

e. "Our Wild Flowers." 

f. "The Story of My Favorite Flower." 

g. "How to Grow Flowers in the House." 

h. Reading of best flower poems taken from readers and library. 

10. THE DAIRY COW PROGRAM 

a. Roll call, answered by names of dairy breeds, or products of the 
cow. 

b. "The Story of the Guernsey Cow" (Jersey or Holstein). 

c. Talk about cows by some progressive dairy farmer of district. 

d. Testing samples of milk brought by members. This may take an 
entire club meeting. 

e. If there is a Cow Testing Club in community, a talk by one of 
members would be excellent. 

f. A visit to the local creamery would make an excellent club meet- 
ing, the butter-maker explaining his work to club members. 

g. "How we Feed our Cows." 

h. Poems relating to cows; good songs, etc. 

11. PIG PROGRAM— BY "PIG TEAM" MEMBER 
This program may be worked out along lines suggested in the 
Dairy Cow Program. 

12. POULTRY PROGRAM— BY "POULTRY TEAM" 
MEMBERS 

a. Roll call, answered by names of breeds or products of poultry. 

b. "How I Raised My "Chickens." 

c. "The Story of the Plymouth Rock" (or any other breed selected). 

d. "The Enemies of Poultry." 

e. Talk by poultry farmer or teacher. 

f. "What Chickens Like." 

g. "How to Market Eggs." 

150 



13. BIRD PROGRAM 

a. Roll call, varieties of birds. 

b. "Why we should Protect the Birds." 

c. "How to Feed the Birds." 

d. "How to Make Bird Houses." 

e. Songs, poems, etc., as suggested for other programs. 

Special Club Meetings 

1. Club Fairs as suggested above. 

2. Club Field Day. A day of games, races, and athletic sports of all 
kinds, either alone or combined with club fair or other program. 

3. Club Picnic. The day spent in the woods with a picnic lunch, 
games, etc. 



151 



Suggestions for Health Committee 
HEALTH CREEDS 

I believe in being clean. 

I believe in fresh air and sunshine. 

I believe in work and rest and play. 

I believe in service and cheerfulness. 

I know that these things will bring happiness and health to my- 
self and others, and will make my home and my country a better 
place in which to live. 



"I believe in HEALTH and HAPPINESS." 

"To be happy I must try to keep healthy; therefore, I believe in 
a clean body and a clean mind." 

"I believe in fresh air and sunshine and I will do my share to 
make my home, my school and my community a healthy and a happy 
place in which to live." 

SUGGESTIONS 

The health committee has much .important work to look after. 
Its duties include the responsibility of heating, ventilation, and gen- 
eral sanitary care of the schoolroom, the maintenance of good condi- 
tions made possible by teacher or board, the teaching and enforcing 
of good health habits and recording of credits received. 

INSPECTION OF SCHOOLROOM 

The following points in inspection of the schoolroom are to be 
looked after: 

1 — Have your floors scrubbed every two weeks at least. See that 
the walls and floors of your schoolhouse are always thoroughly cleaned 
and oiled, so that the dust does not rise as you walk across the floor. 
Wet a cloth in kerosene and let it dry thoroughly. Use this in clean- 
ing the blackboard and chalk trough of your room. Chalk dust is very 
hard on the lungs and throat. 

2 — See that all books -in the bookcases, and all furniture are 
thoroughly cleaned and dusted each morning so that in using them 
you will not breathe the dust. 

3 — See that all water jars, water pails, cups, etc., are thoroughly 
cleaned every morning. They should be well washed with hot water 
and soap, dried, and placed where the dust cannot gather on the inside 
of them. Clean water is absolutely imperative, if you are going to 
keep well. Never drink from a poor bubbler. 

152 



-See that the stove is well taken care of, well supplied with 
coal or wood, and that the temperature is maintained between 65 and 
72 degrees. The air in the majority of schoolrooms is over-heated, 
while the floors are too cold. Never let the temperature rise above 72 
degrees. The heating plant must be studied, and the Committee should 
know how to handle the dampers of the fresh air intake, the foul air 
outlet, and the dampers of the stove. Write to the manufacturer and 
get his instruction card if you have none. 

5 — See that the evaporating pan is filled. If there is no regular 
pan with the stove, see that a basin of water is left on top of the 
stove so that the steam will enter the air. The air in almost all school- 
rooms is far too dry. 

6 — See that two storm windows are on hinges, and that both 
inside and outside windows are opened during the intermissions. Open 
the windows at least four times during the day in order that the air 
may be fresh. Be sure that pupils are out of their seats and taking 
exercise at that period. 

7 — Arrange the curtains in the best way possible to provide the 
best light for all concerned. The light should come from the rear or 
over the left shoulder, and sunlight should not fall on the books or 
papers. Many times this can be regulated by fastening the shades at 
the bottom, and through the use of a pulley, raise and lower the cur- 
tains from the top. 

8 — See that the cloakrooms are kept in as good condition as the 
school building itself. Hooks should be firmly fastened in the wall ; 
every hook numbered, and each child assigned a number. Then he 
should be required to keep his wraps there, and no place else. With 
hinges fasten a long board to the bottom of the baseboard so that it 
can be folded up against it or dropped to the floor. Place screw hooks 
and eyes so that they will hold the board at an angle of about 25 
degrees from the baseboard. On this, the rubbers may be placed, 
being held together by a clothes-pin. At night the board can be un- 
hooked, let down, and brushed off. In this manner the cloakroom 
can be hept as clean as any other room in the building, and every 
child can keep even his rubbers in a place assigned to him. 

9 — See that the seats are placed according to the table given on 
page 42. The desks should be kept in good condition with tops well 
varnished, and the furniture should be in as good shape as that in 
your own home. Boxes or benches should support feet that do not 
reach the floor. Write the American Posture League, 1 Madison Ave- 
nue, New York City, for charts illustrating proper schoolroom pos- 
ture. 

10 — See that the outbuildings are cleaned every two weeks, and 
that they are kept free from writing and pictures of any kind. The 
inside of the building should be painted and kept in as good condition 

153 



as the schoolroom. Covers should be provided for the seats, and toilet 
paper furnished. In the boys' outbuilding the board should be taken 
from a part of the seat and it should be covered with a screen. The 
screen should be lower than the regular seat, and used in place of an 
urinal. If this is done there will be no necessity for the seats to be 
wet or soiled in any way. The door should be kept shut by use of a 
spring or weight. 

The Committee should also look after the daily inspection of the 
pupils in regard to health habits. 

PERSONAL HEALTH 

If boys and girls are going to do much in Health work, there are 
some things they must learn, without fail. The development of good 
personal habits is of vital importance. These personal habits are of 
several kinds, comprising habits of cleanliness, of eating, sleeping, 
and exercise. The Committee on Health will deal with the observ- 
ance of these, and all boys and girls want to know why they should 
form these habits, and the best ways to do it. 

HEALTH HABITS 

Habits of personal cleanliness are very important. Tiny living 
things called "germs" are found every place. They are very small, 
and like the fairies, you cannot see them. Some are good fairies, and 
help us grow. These thrive where it is clean. The others grow best 
in dirt and often cause sickness. 

Your body is always cleaning itself. The skin throws off dirty 
matter; the lungs throw out foul air; the stomach rejects the food it 
cannot use. All these parts of the body ask your brain to help them 
in their work. They want you to learn to keep well supplied with 
clean air and clean food, and to keep your body very clean in order 
that your skin may do good work. If you do your share the disease 
germs cannot grow, and you will keep well. If you will read "David 
and the Good Health Elves," you will understand the importance of 
all these things. 

FOLLOWING ARE SOME PARTICULAR POINTS FOR 
EACH ONE TO REMEMBER: 

First — Soap and hot water are two of the best disinfectants known, 
and should be used freely on both clothes and bodies. They are 
two of the best weapons you can use in the fight for good health 
and personal cleanliness. 

Second — Cleanliness of the skin is most important. 

(a) A weekly bath is absolutely necessary if we would be clean. 
A daily bath is better; but never allow a week to go by 
without washing the entire body. After washing, put on 
clean underwear. 

154 



(b) In order to have a good, clean, healthy appearance, you 
should wash your face, neck and ears at least once a day, 
using soap and a wash-rag. Wash the hands thoroughly 
after touching anything that is dirty, after a visit to the 
toilet, and always before eating. 

(c) Every time you wash your hands, clean your nails. At least 
once a day the nails should be scrubbed with a brush and 
the cuticle pressed back, away from the nail, so the little 
white moon will show. While still damp, the dirt should be 
removed from under the nail with a dull pointed stick made 
of any hard wood that will not splinter. Do not bite the 
nails. Biting the finger nails is a very bad habit, first, be- 
cause germs are under the nails and might get into the 
body and cause disease; second, because it disfigures the 
hands. It is a good thing to have a nail cleaning drill once 
a week. 

(d) Clean head and hair. As our scalp becomes oily at times, 
the head should be washed every month, at least, and 
thoroughly examined for lice. It. is very easy for lice to 
be transferred; and while it is no disgrace to get them, it 
is a great disgrace to keep them. Children should never ex- 
change hats or wraps. The hair should be well brushed at 
least once every day. This will add greatly to our personal 
appearance. There should be no common hair brush and 
comb. 

Third — Cleanliness of the mouth. 

(a) Every time we eat a meal, food gathers on and between the 
teeth, near the gums, and also gets in between them. Un- 
less we cleanse the teeth, this food causes decay. Clean the 
teeth with a brush at least twice a day, and especially at 
night. Get the papers illustrating a School Tooth Drill,* and 
learn just how to do it. These papers may be obtained free 
from the S. S. White Dental Company, Philadelphia. Ask 
for "Good Teeth; How They Grow and How to Keep 
Them."* The Minnesota Health Association also furnishes a 
good pamphlet, free, on "How to Brush Your Teeth."* 

(b) After every meal, rinse the mouth out thoroughly. The 
mouth is the starting place of many diseases. When we 
contract a disease, we always catch it from somebody. Be- 
fore we can catch it, the germs which cause the disease must 
get into our body. They generally get in through the mouth 
or nose. In order to avoid getting these tiny disease germs, 
we must not bite or chew things that have been in some 
one's else mouth ; we must not put pencils or dirty fingers or 
money or anything of that sort into our mouths. The only 
things we should put into our mouths are food, drink and 
our own tooth brush. 



*See page 114. 

155 



In connection with this you should read "Teeth, Tonsils 
and Adenoids."* One book of this title is issued by the Met- 
ropolitan Life Insurance Company, New York City. An- 
other is issued by the Minnesota State Health Association. 

Fourth — General Cleanliness. 

(a) Keep the lungs clean. Have all rooms well aired so that 
you will not be forced to breathe foul air cast off from 
other bodies. Have a humidifier or a basin on the stove 
or radiator, and keep it rilled with water. Get the teacher 
to explain to you why the air must be kept clean, fresh and 

moist ; or, better still, find out from your physiology. 

(b) Keep bowels and bladder acting freely. Drink plenty of 
water ; eat fruits and coarse foods. Frequent the toilet after 
each meal, and always before playing or walking in the cold. 
The use of paper at the toilet will help keep both body and 
clothes clean. 

(c) Have a clean pocket handkerchief, clean shoes and clothes. 
Every boy and girl should have a clean handkerchief and 
know how and when to use it. If children in the first grade 
do not know how to blow their noses, they should be taught. 
A handkerchief should always be used to cover the nose or 
mouth when a person sneezes or coughs. In case of a bad 
cold, squares of clean cloth may be used, and then burned. 
A nose blowing drill may be given in the first grade. 

Every child should learn to keep his shoes blacked. Shoes 
should be carefully cleaned before entering the sehoolhouse. 
A shoe-blacking outfit should be kept at the sehoolhouse 
so that children may keep their shoes in good shape. 

Clothes should be kept neatly brushed and buttoned, with 
buttons, hooks and eyes sewed on. Boys and girls can be 
of great help to their mothers by learning to sew on these 
hooks and buttons. No child should ever wear damp, wet 
clothing. When out of doors, he should make every effort 
to be well wrapped, and wear his rubbers. If his feet are 
wet when he comes to school, he should ask the teacher 
for a chance to dry them. All wraps, but especially rub- 
bers, should be removed immediately upon entering the 
building. 

(d) Keep your desk clean. See that you have your own books 
and pencils. Be very careful to never use any pencil but 
your own ; and keep that out of your mouth. Help keep 
dust and dirt off the books, the floor, and out of the air 

and water. If this dust gets onto your hands, into your 
mouth and lungs, you are very apt to have colds and con- 
tagious diseases that will not only make you sick, but are 
apt to affect all the rest of the family, and the school. 



*See page 114. 

156 



Make it a matter of pride to have no sickness in your home 
this year. 

Read "Sure Pop"* and find out how you can help every- 
body to keep well. 

EATING HABITS 

Every child should form the habit of eating at regular hours and 
not oftener than four times a day. 

He should eat slowly, chewing the food until it is well mixed 
with saliva, and never drink until the food has left the mouth. 

Every person should know table customs. One of the best ways 
to learn these is to get your information from the teacher, or from 
the bulletin, "Etiquette and Service at the Table," see page 114. Then 
you can play the game at noon and see how many can remember every 
point. 

"Foods and Their Value" should also be studied in the physiology 
classes at this time. Bulletins in regard to this will be found in the 
biliography, and any good physiology will help you solve the problem 
of what are the best things to eat at the different meals. 

Children should beware of eating too much meat and fried foods. 
They should realize that there is a great deal of danger in drinking 
tea and coffee. The bulk of liquids should be taken between meals. 

Every child should be very careful to use his own spoon, knife, 
fork and cup. He should never use anyone's else, or allow them to 
use his. He may be successfully fighting germs that will seriously in- 
jure others. Be very sure that all food and drink has been well pro- 
tected from flies and dust. 

SLEEPING HABITS 

It is important that growing children have the proper amount 
of sleep, as sleep is the greatest body builder known to science. As 
far as possible, most of this sleep should be obtained before midnight. 
The following hours of sleep are needed for children in the first to 
fifth grades: 



Age 


Hours 


5 to 7 


12 


8 to 10 


11 



Children in the upper grades need at least nine hours of sleep 
each night. 

Children should learn to stretch out full length while sleeping. 
Keep the windows open in the sleeping room. They should be open at 
least three inches at the top and three inches at the bottom. The room 
should be dark and quiet. Children should be taught to think of happy 
things upon retiring, as the condition of the mind the following morn- 
ing is largely dependent upon the condition at the time of retiring. 
One should be careful not to sleep with the stomach over-filled, as 
nightmare and bad dreams come almost entirely from stomach trouble. 

*See page 114. 

157 



If cold in bed, more bedding is doubtless needed, both aauve and 
below. Hot water bottles, jugs or flatirons are helpful. Children need 
good, warm sleeping garments. Many times they need caps, and they 
should be taught to keep their faces uncovered while sleeping. 

HABITS OF EXERCISES 

"IF WE DO NOT TAKE TIME TO EXERCISE, WE WILL 
HAVE TO TAKE TIME TO BE SICK." 

Every child has a right to a well developed body. Exercise will 
help him obtain this. Very often we hear people say: "My children 
do so much work at home that they don't need exercise." Work is 
a very good thing for everybody, but most of the work, especially on 
a farm, develops the muscles of the arms and back and enables the 
children to lift, and to use their arms as they wish, for work. The 
result is, that the muscles that hold the body erect and the muscles 
that enable both sets of limbs to act quickly and co-ordinately, are not 
developed. 

The play instinct should be preserved. Nothing rests either brain 
or body of minor or adult as the happy abandon to the play spirit. 
The steady work on a farm, either of children or adults, if carried on 
too steadily, kills the spirit to a certain extent. The loss of the spirit 
and capacity to play not only deprives children and adults of much 
happiness, but results in an inability to recuperate from trials and 
difficulties, and shortens life. 

The school should obviate these difficulties as far as possible. 
Every child should take exercise out of doors, preferably in play, and 
steadily work to strengthen the muscles that are not in ordinary use 
at home. 

Postures in school are frequently very poor. If we do not want 
these muscles to become bound so that they will not readjust them- 
selves, we must take plenty of exercise during the day. The windows 
and doors of the schoolroom should be opened at least four times 
daily while the children stand and take at least three minutes of ex- 
ercise, to help get the back into its proper position. They should then 
endeavor to keep in that position as much as possible while at the desk. 

Take at least three of these exercises and practice them vigor- 
ously for two or three minutes before going to bed, or before eating 
breakfast. 

Boys and girls should learn to play, during recess, at some good, 
organized game. While they are out of the building it should be thor- 
oughly aired and ventilated, so that they can work well when they 
return. 

SCHOOLROOM HABITS 

Be very careful about the following: 

1 — That you have sufficient light. That it comes from the rear, 
or over the left shoulder; and that the sunlight does not fall upon 
your book or paper. Poor vision is very often due to insufficient light, 
and to bad habits of study in relation to light. 

158 



2 — Be very careful that you hold the shoulders in good position 
while working at your books. Keep the feet on the floor. If the feet 
do not reach the floor, get a box, stool, or something that will support 
them. Form the habit of sitting in a good position, wtih the body 
well back in the seat. 

3 — Have your own books, pencils, tablets, drinking cups and 
towels. Never borrow or loan pencils or anything else that can be put 
in the mouth. 

4 — Do not try to attend school if you have a bad cold, or con- 
tagious disease of any kind. Keep your own germs. No one else will 
enjoy them any better than you do. 

Study "Health Essentials for Rural Schools,"* and "Minimum 
Requirements for Rural Schools."* 

PERSONAL HEALTH INSPECTION 

The chairman of the Committee should take charge of the school 
for a few minutes each morning, and find out if each child is able 
to pass the points of health inspection as given in the by-laws on 
page 125. In order to do this quickly each member of the Committee 
can take charge of certain rows, have a small record book, and as 
the Chairman asks the question the individual member may mark the 
standing of each child opposite his name. At the end of the week 
these markings may be averaged and credit given to each child in con- 
nection with his hygiene work. 



"COME CLEAN" 

When the game is on and your friends about, 
And you could put your rival out 
By a trick that's mean, but wouldn't be seen ; 
COME CLEAN, my lad, COME CLEAN! 

When exams are called and you want to pass, 
And know how you could lead your class, 
But the plan's not square — you know it's mean ; 
COME CLEAN, my lad, COME CLEAN! 

When you're all alone with no one about, 
And not a soul would find it out, 
You're tempted to do a thing that's mean ; 
COME CLEAN, my lad, COME CLEAN! 

For a home awaits, and a girl that's true. 
And God and State have need of you, 
They must have your best — on you they lean ; 
COME CLEAN, my lad, COME CLEAN! 



By M. D. Crackel. 



*See page 114 

159 



Suggestions for Physical Training Work 

The constitution of the Little Citizens' League states that the 
Committee on Physical Training shall become responsible for organ- 
ized play and drill. This will enable boys and girls to become phys- 
ically fit, through developing the unused muscles, to be more cheerful 
'and happy, both now and in the years to come. It will also develop 
and fix habits of straight, honest, honorable dealing in co-operative 
enterprises. 

In order to do this work the Committee will need to know how 
often drill should be given, what drills to take, what is needed for 
apparatus on the playground, and some good games to play. 

Drills, calesthenic exercises or story plays should be given the 
whole school four times during the day, affording a rest each quarter 
session. The drill period should last five minutes. Windows and 
doors should be opened after children start to drill and closed before 
they stop. This will thoroughly air the room, and yet protect the 
pupils from any chill. 

DRILLS 

Some good corrective drills for children steadily confined to seats 
are given as follows. For additional drills see books listed on page 
116: 

(These drills were written by Miss Clara Fladoes of the St. Paul 
schools.) 

1 — Fundamental standing position. 

Stand tall and straight, head up, chin in, shoulders back, chest 
up, with hands down at the sides, heels together with toes turned 
out comfortably, more to the front than to the side. 

2 — Head exercise, giving movement with counts. 

1. Lower head forward 1 — raise 2. 

2. Lower head backward 1 — raise 2. 

3. Turn head to the left 1 — return 2. 

4. Turn head to the right 1 — return 2. 

5. Lower head backward, move to the left, lower forward, 
move to the right and then lower backward. Continue the 
circling movement. 

3 — Arm exercise. 

1. Raise arms sideward 1 — lower 2. 

2. Raise arms forward, upward 1 — lower sideward 2. 
Clap hands over head 3 — position 4. 

3. Bend arms to thrust (clinch the hands to a fist, bend the 
arms upward so that the hands are beside the shoulder with 
elbows down close to the side and draw the shoulders back). 

Thrust the arms forward 1 — return to thrust position 2. 
Thrust sideward 3 — position 4. Continue for 16 counts. 

160 



4. Place hands in rear of head 1 — return 2. 
(Elbows must point directly to the side.) 

4 — Trunk exercise. 

1. Hands on hips. 

Bend the trunk forward 1 — straight 2. 

2. Hands on shoulders and turn the trunk to the left 1 — posi- 
tion 2. Repeat to the right. 

3. Hands on hips. 

Bend the trunk to the left 1 — straight 2. Repeat to the 
right. • % 

5 — Leg exercise. 

1. Hands on hips. 

Bend the knees 1 — straighten 2. Continue for 8 counts. 

2. Hands on hips. 

Rise on toes 1 — lower 2. Continue for 16 counts. 

3. Hands on hips. 

Bend knees 1 — straighten knees and rise on toes 2. Low- 
er heels and bend knees 3 — position 4. 

6 — Arm and leg exercise. 

1. Stride left sideward and raise arms sideward 1. Clap 
hands over head 2 — lower arms sideward 3. Position 4. 
The stride is with one foot about twenty inches from the 
other, with the heels on a straight line, with toe outward. 

2. Place hands in rear of head 1 — rise on toes 2 — lower heels 
3. Position 4. 

3. Bend knees and place hands on shoulders 1 — straighten 
knees and rise on toes and straighten arms upward 2 — 
lower heels, bend knees and hands on shoulders 3 — posi- 
tion 4. 

7 — Arm and trunk exercise. 

1. Hands on shoulders and turn trunk left 1 — straighten arms 
upward 2 — place hands on shoulders 3 — -position 4. Re 
peat to the right. 

2. Bend trunk left and raise arms sideward 1 — position 2. Re- 
peat to the right. 

8 — Leg and trunk exercise. 

1. Hands on hips. 

Stride left sideward 1 — bend trunk forward 2 — straighten 
trunk 3 — position 4. 

2. Hands on hips. 

Stride left forward 1 — bend trunk left 2 — straighten 
trunk 3 — position 4. Repeat right. 

Note — For additional exercises, see "Physical Training" by Clark. 

161 



PRIMARY EXERCISE 

"All may stand up in the aisle, 

Make good straight lines for a while ; 

Hands on hips, hands on knees, 

Put them behind you, if you please. 

Touch your shoulders, now your nose, 

Touch your ears, now your toes. 

Raise hands up high in the air, 

Down at your sides, now touch your hair ; 

Raise hands up high as before, 

Now you may clap — one, two, three, four ; 

Now all may sit down, hands folded once more, 

Eyes to the front and feet on the floor." 



PLAYGROUNDS 

The playground should comprise at least one-half acre free from 
trees, stumps and stones, well leveled off. 

If soil is not sandy, a good top dressing of sand will save shoes, 
clothing and scrubbing of school buildings. At the same time the 
sand is hauled for the ground it would be well to have a large box 
filled with the same, in which the small children can play. 

Swings should be erected, a merry-go-round constructed, a giant 
stride and a playground slide made. Directions for constructing these 
are found in Bulletin No. 42 — Industrial Courses for Consolidated 
Schools. They may also be purchased from any school supply house. 

The following articles should be in every school. The first six, 
entire, may be secured for $7.00 or $8.00. (Prices are fluctuating and 
will doubtless be changed ere ordered.) 

(1) Set of 4 Quoits (or horse-shoes) can be bought for $ .75 

(Or horse-shoes can be had for the asking) Cost 00 

(2) Set of Bean Bags — can be bought for 50 

(Or made at home) Cost 25 

(3) Set of Rope Rings (for Ring Toss) can be bought for. . . .50 
(Or made by boys, of old ropes) Cost 00 

(4) Playground Balls and Bats— Cost Balls 50c to 1.00 

Bats 35 

(5) Soccer Football (good one for $2.50), Cost $2.50 to 4.00 

(6) Volley Ball (good one for $2.50), Cost . . 1.75 to 4.00 

If you have the money, then add: 

A Basketball (good one for $4.00), Cost 2.50 to 5.00 

(Bats) .50 to 1.00 

An Iron Shot (8 lbs.), Cost 60 to 1.25 

(From local foundry for less.) 
A Mat for Indoor Tumbling, Cost, according to size. 
(Can be home-made.) 

162 



A Medicine Ball (can be made at home), Cost. . . . 2.00 to 7.00 

A Set of Boxing Gloves, Cost 2.00 to 5.00 

Two Swings — purchased ready-made 37.50 

Two Swings— home construction 10.00 

A Giant Stride — home construction 15.00 

A Giant Stride— ready-made $20.00 to 40.00 

A Playground Slide — home construction 20.00 

A Playground Slide — ready-made 45.00 

N. B. — Save some money to renew first list. They will wear 

out. Be prepared to buy more. 



GAMES AND PLAYS 

Neil M. Locke, published in "Rural Manhood," April, 1917. 

Relay Race 

The pupil in the last seat runs to the front board and touches it, 
runs back to his seat, sits down and immediately touches the pupil in 
front of him. He runs up to the board, touches it, returns and sits 
down, then touches the pupil in front of him and so on, down to the 
pupil in the front seat, who, when he returns to his seat holds up his 
hand as a signal of finish. 

Two rows compete at a time. Then, to add interest, the boys' 
row may compete with the girls' row. 

Skip Tag 

The children are all seated in their seats. One is chosen to be 
"it." We will call him "A." He skips around and tags one of the chil- 
dren; call him "B." "B" must immediately get up and skip after "A" 
and try to catch him before "A" gets to his seat. If "B" succeeds in 
catching "A," then "A" must stand up in front of the room. Then 
"B" is "it" and game continues. 

Link Chase 

Note: All grades from third up. Played indoors or outdoors. 
If played outdoors, the space should be limited. This game is par- 
ticularly good for a schoolroom where the desks and aisles are per- 
manent. 

Let two pupils join hands (one hand of each, only). Those two 
must chase the rest of the players. As soon as another is tagged, he 
takes his place between the original two, the three thus forming a 
chain. Thus, as fast as one is caught, he joins the chain; the original 
two always remaining on the ends. Only those at each end may do 
the tagging. The rest of the chain aids in cornering those who are 
as yet uncaught. If the chain should in any way be broken, all who 
are in it must go to a previously determined spot, to re-form it. The 
game then proceeds as usual. Those who are not caught may con- 

163 



tinually break through the middle of the chain, provided only they are 
not previously tagged by those on the end. The last two uncaught 
must start the new chain for the next game. 

Animal Blind Man. 

Indoors. 

One player is blindfolded and stands in the center of the circle 
with a wand in his hand. The other players march around in a circle 
until he taps three times on the floor with his wand, then they stand 
still. The one blindfolded says, when he touches a child with his 
wand, "Crow like a rooster," "Bark like a dog/' or "Mew like a cat." 
From the noise that the child makes the blindfolded one guesses the 
player. If successful, the players change places and the game goes on. 

Stage Coach. 

Indoors. 

A leader who can tell a story is chosen. This leader gives each 
child the name of some part of the stage coach or of its contents, as, 
the whip, the wheel, the window, the driver, the horses, the harness, 
the woman with the baby, the old, old man, etc. The leader next 
tells a story bringing in as many of the parts given out in his story as 
possible. Whenever a player hears his part mentioned he must in- 
stantly whirl around twice. Whenever the story teller says, "Stage 
coach," all players must change seats. The leader secures a seat and 
the one left out must be the new story teller. 

The Old Woman From the Wood 

Indoors, 

The players are divided into two equal groups. One group goes 
to the cloakroom to decide upon some action to perform. They may 
decide to sew, sweep, churn, wind a clock, chop wood, iron, wring out 
clothes, knead bread or a similar action. When they have decided 
they come in and say, "Here comes the old woman from the wood." 
The other group asks, "What can you do?" The group who has 
chosen an action says, "W 7 atch us and see." Whereupon they all begin 
to act out their planned imitation. The second group guesses what 
they are doing. If the guess is correct, they must go to the hall and 
choose an action. If the first group fails to guess, the children may 
go back to cloakroom and choose another occupation to imitate. 

A Peanut Race 

Indoors. 

Lay six peanuts upon the floor in a row about a foot apart. About 
three feet away place another row in the same position. Choose two 
children to race and give each one a teaspoon. At a given signal each 
child tries to pick up the first peanut in his row without touching 

164 



his fingers to it. At the end of each row of peanuts, place a cup into 
which the peanuts carried in the spoon are to be placed. The two 
race to see which one can place his six peanuts in the cup first. Try 
this and see how much real fun it is. 

Bat the Ball 

Indoors. Needed one ball. 

One child comes to the front of the room and with a book bats 
the ball to the children in their seats. The child who catches it may 
bat it next. 

Rules : 

1. No player can stand up to catch the ball. 

2. Any player who talks is out of the game. 

3. Any player who catches the ball on two bounds may bat. 
Teach these rules to the children and see that they observe them even 
though playing alone. 

Stoop Tag 

Indoors. 

One child is chosen the tagger. He tries to tag anyone who is 
not squatting down. This is a good game for the very slow child. He 
gets caught unless he is quick in his action. 

Blind Bell 

Indoors. 

All of the players but one are blindfolded and scatter around the 
room. The one who is not blindfolded carreis a bell that he keeps ring- 
ing. The blindfolded ones try to catch the bellman, who will have con- 
siderable difficulty keeping out of their way. Whoever catches the 
bellman changes places. 

Animal Chase 

Indoors. 

Two pens are marked off in opposite corners of the schoolroom. 
One player is chosen for the chaser. The other players stand in one 
of the pens. Each player is given a name as, bear, fox, deer, sheep, 
etc. Several may be given the same name. When the chaser calls the 
name of an animal, all of the children to whom that name has been 
given, must run across the room to the other pen. Anyone caught by 
the chaser must change places and the game proceeds. This game is 
enjoyed by the whole school. 

Crackabout 

Indoors. Needed one ball. 

The players scatter around the room, getting as far away as pos- 
sible from the one with the ball, who throws it, trying to hit one of 
the players, and calling, "Crackabout," at the same time. All of the 
players rush for the ball and whoever gets it, throws it the next time. 

165 



As soon as a player has the ball, the others scatter quickly before he 
has a chance to hit them with it. In this way the game continues. It 
is a very strenuous but popular game, especially for boys. 

Cross Tag 

Indoors or out. 

One child is chosen for a tagger, who chooses his playmate to 
chase. The one who is chased may be relieved by anyone who runs 
between him and the tagger, who must then give chase to the one who 
has relieved the runner. This continues until someone is tagged. The 
one tagged names a child he will tag and gives chase. 

Dog and Rabbit 

Outdoors. 

This game may be played by the whole school. Children group 
themselves in threes. Each group joins hands to make a circle repre- 
senting a tree. In each circle is a child who represents a rabbit. One 
other player is chosen for the dog, who tries to catch any rabbit out- 
side of the circle. The rabbits run from tree to tree or circle to circle. 
No two rabbits may hide in the same tree. Whenever the dog can 
hide in an empty tree he may do so and become a rabbit, leaving the 
slow player to be the dog as the game continues. 

Flying 'Kerchief 

Indoors or out. 

The players stand in a circle. The leader stands in the center and 
tosses a large handkerchief, rolled up, to one of the players in the 
circle. The handkerchief is then tossed from one player to another, 
the object being to keep the one in the center from getting it. When 
the handkerchief is caught, the one who has failed to catch it must 
step into the center. 

Bear in the Pit 

Outdoors. 

Players join hands to make a bear pit. One child is chosen for 
the bear, who tries to get out. He may go under or over the hands 
or break through the bars (the clasped hands). When he escapes, 
all the children give chase ; the one who catches the bear becomes the 
new one as the game continues. 

Three Deep 

Outdoors. 

The players find partners ; stand in two circles all facing the center 
with plenty of space between couples. Two players on the outside 
begin the game. The chaser begins to tag the runner, who may save 
himself by running and standing in front of any group of two children, 
thus making that file three deep. This crowds out the last player, who 

166 



becomes the runner and must save himself in a similar way. If at 
any time the chaser catches the runner they exchange places. Play 
the game as fast as possible. Choose two chasers and two runners. 
This game requires attention and is played with eagerness by the older 
pupils. 

Dodge Ball 

Outdoors. Needed one ball. 

Divide the school into two sides. One side forms a circle and 
the other stands on the inside. The players in the circle throw the 
ball and try to hit one in the circle. When one is hit he must go into 
the circle. The last player in the center is the champion. 

Keep Ball 

Outdoors. Needed one ball. 

Two sides are chosen. One side has the ball and tries to keep it 
by throwing it only to those on their side. No player can be tripped 
or held, the ball may be stopped by jumping and batting it with the 
hand, only. 

Quoits 

Outdoors. 

A stake is driven into the ground and a convenient pitching dis- 
tance is marked off. The quiots may be horse-shoes. Each player 
has two horse-shoes which he pitches at the stake. The player's 
horse-shoe which comes nearest the stake scores a point. If both are 
nearest, he scores two points. A certain number of points is settled 
upon before the game begins. 

Lame Fox 

Outdoors. 

One player is chosen for the fox who lives in his den, a place 
marked off on the playground. The rest are chickens and are kept in 
a chicken yard at some distance away. The chickens call out and tease 
the fox, saying: "Lame Fox, Lame Fox, can't catch me." The fox 
may take three steps, beyond his den, then he must hop on one foot 
and tag the chickens while hopping. All tagged become a fox. Should 
a fox take more than three steps or touch his foot while hopping, the 
chickens may drive him back. The last chicken caught wins the game. 

Poison 

Outdoors. 

A small circle is marked off on the ground. The children form 
a circle by clasping hands. Each player tries by pulling or pushing 
to make a child step into the circle. When one does touch the circle, 
he calls out, "Poisoned," and becomes the catcher. The players in the 
outside circle run for a piece of wood and the game continues until 
all have become catchers. 

167 



Catch the Cane 

Outdoors. 

Players should be numbered consecutively and stand in a circle 
or semi-circle. One player stands in the center with his index finger 
on the top of a cane, wand, or closed umbrella. Calling the number 
of one of the players, he, at the same time, lifts his finger from the 
cane. The person whose number is called, must run forward and 
catch the cane before it lies on the floor. If he fails, he must return 
to his place in the circle; if successful, he changes places with the 
center player. This game affords great sport if the action is kept 
lively. It may be played in the schoolroom by using the pupils in the 
front rows as the circle. This is an admirable game for making alert 
and active children of those who are slow and dull. 

Tug-of-War 

Outdoors. 

Divide the group into two even sides. Each group forms a chain 
by grasping the player in front around the waist. The leaders of each 
side grasp a stout stick, or may grasp each other about the body, and 
at a given signal, the two teams try to pull each other over a line or 
past a certain point. 

Shadow Tag 

Outdoors. 

The player who is "it" tries to step or jump on the shadow of 
another player, and if successful, announces it by calling the name of 
the player. That player then becomes "it." 

Chariot Race 

Outdoors. 

Two with locked arms race two others around the playground. 
Three or four abreast may be used. Breaking hold gives the race 
to the other racers. Heats and finals increase the interest. 

Hopping Race 

Outdoors. 

Having agreed upon the distance, players hop on one foot (right 
or left). Feet may be changed, provided that only one foot at a time 
is on the ground. Heats and finals. 

Japanese Crab Race 

Outdoors. 

Players line up behind starting line, in from two to five single 
files, each containing the same number. At a distance of 40 feet, 
from each file, a circle 3 feet in diameter should be drawn. Players 
run backward on feet and hands (all fours) to the circles. To start, 

168 



the first player in each file places his heels on the starting line with 
his back to the circle. At a signal all start. The player who reaches 
his circle first, scores one point for his team. Others follow in turn. 

Fish Net 

Outdoors. 

A line is drawn across each end of the playground, beyond which 
the players stand in two equal groups. The group on one side repre- 
sents the "Fish" and the other the "Net." The group representing the 
"Net" clasp hands and at a given signal both sides advance toward the 
center, which represents the stream. The "Fish" try to swim the stream 
without being caught in the "Net." Those caught are out of the game. 
If the "Net" breaks at any point the "Fish" escape and the game starts 
over again. The groups change sides after each trial. To win, one 
side must catch all the players on the other. 



Battles of England 

'The battles of England have been won on its playgrounds." 

There's a breathless hush in the Close tonight — 

Ten to make and the match to win ; 
A bumping pitch and a blinding light, 

An hour to play and the first man in ; 
And it's not for the sake of a ribboned coat, 

Or the selfish hope of a season's fame, 
But his Captain's hand on his shoulder smote — 

"Play up ! play ! and play the game !" 

The sand of the desert is sodden red, 

Red with the wreck of a square that broke — 
The Catling's jammed and the Colonel dead, 

And the regiment blind with dust and smoke. 
The river of death has brimmed his banks, 

And England's farm and Honor a name, 
But the voice of a schoolboy rallies the ranks : 

"Play up ! play ! and play the game !" 

This is the word that year by year, 

While in her place the school is set, 
Every one of her sons must hear, 

And none that hears it dare forget. 
This they all, with a joyful mind, 

Bear through life like a torch in flame, 
And falling fling to the host behind — 

"Play up ! play ! and play the game !" 

By Henry Newbold. 
169 



Suggestions for Committee On Patriotic Aid 

This Committee has very important work to do. The activities 
of the whole school must be organized. The Committee should plan 
to do all possible, and yet not undertake too much. A few plans well 
worked out will be most satisfactory to the Committee and school and 
of the greatest final value. 

After selecting the lines of work, the interest of the school must 
be secured, and every one called upon to fulfill his pledge of daily 
service. Then the individual's share in the work must be clearly 
detailed. Many times the individual must be reminded that the work 
awaits him. Every week the Committee must check up and see what 
has been accomplished, and make record of it. The following lines 
of activities may be considered : 

1 — Distribution of war pamphlets. 

2 — Distribution and collection of home conservation pledge cards. 

3 — Teaching children how to earn, give and save money, and have 
a plan for handling the same. 

4 — Giving every cent that can be spared to the Red Cross and 
other Relief organizations. 

5— Saving and loaning the money to Uncle Sam. 

6 — Helping in production work through the sewing work in the 
winter and the agricultural work in summer. 

The first and easiest work will be the distribution of war pam- 
phlets. At the same time, Food Conservation Pledge Cards should be 
distributed for collection later. 

In order to present conservation effectively, each child must know 
the facts given under "Conservation," and have signed the pledge him- 
self. No school should attempt this until it has acquired the necessary 
information and knows something of the facts that can be obtained by 
working some of the Hoover Problems. 

EARNING 

Every child should be urged to earn money. This can be done 
in many different ways. The children can work together giving enter- 
tainment, socials, conservation candy sales, etc. Then every child 
can do errands, work for mother and father, chop wood, care for 
babies, shovel sidewalks, care for gardens, do extra work, chores, etc. 
Besides this, he can earn through production work. 

Every child can save his pennies. A penny saved by each Min- 
nesota child in school every week in an eight months' term would 
mean $145,000, and about $640 in your county. See what 32 cents a 
year per child would mean in your school. 

170 i 



PLANS FOR EXPENDITURE 

When the child has earned something, he should adopt a definite 
plan for handling his money, using part for his own needs, giving part 
to others and saving a part. With all the calls coming just now, every 
one should plan so he will not only meet his own needs, but help 
otkers, and yet save a little every day. Ask the teacher how this plan 
has been carried out by others. 



GIVING 

No child in Minnesota wants any other human being in the world 
to go hungry or cold, or suffer from lack of care when he is well and 
has plenty. So we must plan to give. 

The Red Cross want your aid. The Committee should plan to 
have each child become a member. Membership in the Junior Auxil- 
iary is twenty-five cents each. If the child cannot give this, the school 
might have an entertainment and pay membership fees for all from 
the proceeds. After the school has become an Auxiliary, children 
should endeavor to obtain a membership fee from every person in 
the neighborhood. Then a definite effort should be made to give the 
Red Cross more money and much work. Without our help they can- 
not do for the wounded soldiers and the homeless across the sea. 

At the same time, the Y. M. C. A. are going to the front, furnish- 
ing coffee and other relief to the boys in the trenches, and providing 
them with religious instruction and clean, decent places to spend any 
idle moments they may have. 

The Knights of Columbus and other church organiations are rais- 
ing money to send chaplains to help in this work. 

The Y. W. C. A. is helping the women in munition camps, and 
reconstructing homes in the devasted districts and taking part in can- 
teen work. 

For all this work money is needed. Let the League as a body 
decide how much it can give, and to which organizations. Then the 
Committee can go to work to furnish definite aid. 

SAVING 

What we save should be laid aside and invested where it will 
bring us more money. Uncle Sam would like to borrow your money 
just now. He is the safest banker in our land. He wants everybody 
who can to buy Liberty Bonds, and those who cannot he would like 
to have lend him money by buying Thrift Stamps, War Savings 
Stamps and War Savings Certificates. 

The United States Thrift Stamps have a face value of twenty- 
five cents each, but bear no interest. They must be affixed only to 
Thrift Cards that may be obtained without cost. Thrift Cards have 
places for sixteen Thrift Stamps. The cards, when full, may be ex- 
changed for a War Savings Certificate Stamp. The owner of the 
card must pay the difference between four dollars and the current 



-* .jl 



171 



issue price of the War Savings Certificate Stamp during the month, 
as shown by the table : 

January $4.12 July $4.18 

February 4.13 August 4.19 

March 4.14 September 4.20 

April 4.15 October 4.21 

May 4.16 November 4.22 

June . . 4.17 December 4.23 

The War Savings Certificate Stamp will have a maturity value of 
$5.00 on January 1, 1923. When purchased, the stamp is placed on 
a War Savings Certificate. Each War Savings Certificate will have 
space for twenty War Savings Certificate Stamps. This certificate, 
when filled, will have a value of $100 January 1, 1923. Can you or 
your school buy a War Certificate Stamp? 

PRODUCTION 

At the same time we are earning we can be producing. The pro- 
duction work for the winter is the work that can be done for the 
Red Cross. 

Junior Red Cross Auxiliary — This work is outlined by Mrs. 
Margaret Baker, of the Farm School, with detailed instructions in 
Bulletin 18, and forms a part of the Sewing Club work. Every school 
should have a copy. 

The Chapter School Committee of the county also gives instruc- 
tions as to the kind of work needed. Every child should belong to 
the Junior Red Cross. The unit of membership is the school and not 
the child. The membership fund is an amount equivalent to twenty- 
five certs per pupil enrolled in the school. This does not necessarily 
mean that this amount must be given by each individual child. The 
money can be raised in any manner satisfactory to the school authori- 
ties. 

There is no definite wording for the pledge, but the following is 
suggested : 

"1 pledge all the service within my power to the Junior Auxiliary 
of the American Red Cross." 

After the payment of the fund due from the school to the chapter 
it should make formal application to the Chapter School Committee, 
and a certificate will be issued, which entitles that school to be known 
as the school auxiliary of the local chaper of the American Red Cross 

This organization is a co-operative organization with the Little 
Citizens' League, and the teacher becomes the chairman. A Red 
Cross membership button will be furnished to each child in the school, 
and the school auxiliary is privileged to display the Junior Red Cross 
banner. 

The fund paid to the Junior Red Cross is used for the purchase 
of materials by the school for the Red Cross work. 

Agricultural Production is the work for the summer. This pro- 
duction work has always been carried on by the Boys' and Girls' Clubs. 

172 



The relationship of the Little Citizens' League to the Club Work 
and Club Projects is discussed by Mr. Erickson in the following 
article : 

"little Citizens' League," "Club Work" and Club Projects 

Many teachers have asked the question: What is the relation of 
"The Little Citizens' League" to "Club Work"? Our country is at 
war, and in orde'r that the boys and girls in our schools may render 
the most effective service for our country, the State Department of 
Education, co-operating with the Agricultural Extension of the Uni- 
versity and the United States Department of Agriculture, has worked 
out the plan of organizing a boys' and girls' club in every school, to be 
known as "The Little Citizens' League." In order to promote patriotic 
activities and to foster "The Little Citizens' League" the teachers of 
each county are organized into a Teachers' Patriotic League. Under 
the new plan, it is urged that all boys' and girls' clubs in the rural 
schools be organized as "Little Citizens' Leagues." The general plan 
of work of these, is the same as that of our general boys' and girls' 
clubs. The only difference is the name. Under the plan of co-opera- 
tion, the workers from the Department of Education will emphasize 
the school activities of the club, while the leaders of club work will 
urge home projects. 

In large schools with many large boys and girls it may be a good 
plan to subdivide the "League" into "Teams" with a captain for each. 
The "Team" may also have a reporter, who reports the work of the 
Team to the League or Club. Thus, if there are five boys taking up 
pig growing as their "bit" these five could be the "Pig Growing Team." 
Ten others might choose the garden and canning project, and could 
organize as the "Canning Team" of the league. In the sam^ way a 
"Team" could be formed for each project chosen. 

Teachers are urged to encourage every boy and girl of ten years 
of age or more to choose some home club project, so that each mem- 
ber may do something in this way to help win the war. Emphasize 
the point that the boy or girl who fails to do a definite "job" which 
helps "Uncle Sam" at this critical time, will have to be ashamed 
of a great many things in years to come. The story of the achievement 
of Carl Potthoff and others, will show how each may "Help Uncle 
Sam" in a very effective way. 

CLUB STORIES OF ACHIEVEMENT 

There is no better way to enthuse boys and girls for doing things 
worth while than by giving them the experiences and stories of achieve- 
ment of other boys and girls, who have made the most of their oppor- 
tunities and have been successful. This is especially true in boys' 
and girls' club work. The projects deal with just the ordinary, com- 
mon-place things of the farm and home, as growing corn, potatoes, 
and other crops, caring for and feeding pigs, calves and chickens; 
baking bread, sewing and canning. Stories of achievement with these 
projects, will interest the boys and girls, dignify common-place and 

173 



little things, and will open to the young folks of the farm, the won- 
derful possibilities of the things with which they work. 

These human interest stories are especially valuable because they 
deal with just ordinary boys and girls, under ordinary conditions. At 
this time, when our country needs the service of every one, these 
achievement stories emphasize the fact that even boys and girls can 
do "big things" in the service of Uncle Sam. 

The following are a few of these achievement stories. They may 
be read to the school, given at club meetings or read by the club mem- 
bers: 

How I Did My Bit 

Carl Potthoff, Jordan, Minn. 

As I live in a small town and my father is not a farmer and has 
no land, it seemed I could not do much to help my country in the 
food problem. Nevertheless, I joined a garden club last year. By 
carefully working one-tenth of an acre, planted to vegetables, I gained 
first prize of the boy contestants of the state. This brought a free 
trip and a week's instruction at the Short Course of the State Agri- 
cultural College. 

Prof. T. A. Erickson, State Leader for boys, gave me a great 
deal of information and supplied me with state and government bul- 
letins on the different phases of farming, gardening and canning. I 
also procured a great many bulletins from Washington, D. C. These 
bulletins showed that home canning had been done very successfully 
in the southern states. So why could it not be done in Minnesota? 
There was also an appeal to raise good seed corn. So my plans were 
laid to raise seed corn and tomatoes. I then joined the corn and can- 
ning clubs. 

Land was very hard to get, but finally I rented some, part of 
which has lain waste, full of weeds and brush. In the spring of 1917, 
I made a hot bed. In it I raised 12,000 tomato plants. I transplanted 
7,000 plants twice. On June 1st I set them into the field. Despite 
the unfavorable season, I procured a fair crop, about one-half of 
them ripening before killing frosts. This was accomplished by per- 
sistent cultivation and careful pruning. 

I bought a home canning outfit for twenty dollars and started 
canning the latter part of August. I used No. 3 tin cans and canned 
1,750 quarts of tomatoes. Besides that I raised sugar corn and canned 
160 quarts. 

I procured from the school some Silver King corn and planted 
one acre. It ripened quite well. Out of this I picked twenty bushels 
as seed corn, which I suspended in the garret of our house by means 
of binder twine, according to the government instructions. 

Besides this, I worked with the rest of the family sixteen acres 
of land, from which was harvested nine bushels of beans, two bushels 
of peas, and one hundred and fifty bushels of corn. From this corn 
I picked eighteen bushels of seed corn. So the net result of my work 
this year is : 

174 



First, my own work. 

Tomatoes raised and canned. 1,750 quarts 

Sweet corn canned 160 quarts 

Seed corn selected 38 bushels 

Second, what I helped raise. 

Beans raised 9 bushels 

Peas raised 2 bushels 

Corn raised 150 bushels 

This work has prevented me from indulging in my favorite sport 
of baseball and fishing. But the country's call was urgent, and, as a 
patriot, I tried to do my "bit." 

How I Did My Bit 

Homer Kelley, Gladstone, Minn. 

. The world is at war. Battle lines extending for hundreds of miles 
are in Europe. What is the main support of these armies? Men? 
Guns? No! It is food. Without food no army can exist. Many 
of these men before being called to war were farmers. Because of this 
there are less farmers to help feed more people. Most of the great 
nations being at war, who are to help feed these soldiers? There is 
but one answer: we must all help — all do our bit. Most homes in 
the city have some vacant space about the house. These vacant spaces 
can be utilized by raising vegetables on them. In the country this 
can be carried out on a larger scale. This is how I did my "bit" : 

During my short course at the University Farm School I learned 
many new things concerning the growing of vegetables. What success 
I have met with this summer, is partly due to the encouragement given 
me by Mr. T. A. Erickson, state Boys' and Girls' Club leader, while 
attending the Short Course. 

My father has a five-acre plot of ground adjoining our house, 
which he turned over to the care of my brother and me. In the spring 
we plowed it and planted one acre of corn on a portion of the land. 
We planted the corn so we could help feed our cattle and chickens. 
By doing this we did not use so much wheat and oats. The wheat and 
oats we would have used had we not planted the corn, was made into 
bread and oatmeal for our soldiers. On the remaining four acres we 
planted various kinds of vegetables. All through the summer we 
delivered fresh vegetables to customers in St. Paul. We did this with 
our team of Shetland ponies and our small farm wagon. Every other 
day we delivered the vegetables. The day we did not sell them we 
were getting them ready for the next day. In the fall when we har- 
vested the crop we found we had a surplus, not including the vegeta- 
bles we had sold during the summer or the ones we saved for our own 
use, of ten bushels of navy beans, forty bushels of Red Globe onions, 
fifty bushels of potatoes, forty bushels of carrots and many other small 
vegetables. All these vegetables combined will support at least one 
hundred soldiers for one week, which I am proud to have raised for 
our cause. 

175 



How I Did My Bit 

Charlotte Staley, Medford. 

Being only a girl, twelve years old, I could not do as much as 
the older people toward producing food for our country. Our school 
did not organize any clubs, so I joined the Boys' and Girls' Pig Club, 
at Owatonna. 

The contest started May 1st and at that time my pig, which is a 
Chester White, weighed 17 pounds and was 41 days old. 

At first he ate so little that I fed him eight times a day, but as 
he grew older, I fed him only five and six times a day and kept clean 
water before him so that he could drink whenever he wanted to. Each 
day while the weather was warm, I gave him a bath, which he seemed 
to enjoy very much. 

The first three months I fed him shorts and skimmilk, but the 
last month I fed him a mixture of shorts 50 per cent, oil meal 15 per 
cent, low grade flour 25 per cent, and ground corn 10 per cent, by 
weight. 

The contest lasted 120 days and he gained in that time 190 pounds. 
He weighed 207 pounds and was five months old. His gain cost $7.50, 
and the skimmilk at 30 cents per 100, $5.30. 

I won Steele County championship, for which I received a silver 
medal and a registered Duroc Jersey pig. My new pig was so mean 
and hoggish that I was going to call him Kaiser Bill, but I did not like 
to hurt his feelings, so I named him Liberty, and when he is fat enough, 
I am going to sell him and buy a Liberty Bond. 

At the State Fair my pig won a registered Chester White, which 
I am to get in time to begin the next contest. 

Besides raising my pig, I raised 25 pure-bred Pekin ducks, helped 
work in the garden and helped in the field during harvest, for mother 
and we girls shocked eighty acres of grain. 



176 



PROJECTS IN AGRICULTURE AND HOME ECONOMICS 

September, 1917 

National Club Project Pledge— "I pledge my head, my heart, my 
hands and my wealth, through food production and food conserva- 
tion to help win the world war and world peace." 

League or Club Project Motto— "To Make The Best Better." 
League or Club Project Slogan — "To Help Uncle Sam." 

League or Club Projects 

One of the best ways to carry out the league slogan, "To Help 
Uncle Sam," is for every league member over ten years of age to 
take up one of the regular club projects, outlined for the year by the 
Extension Division, Boys' and Girls' Club Work, of the College of 
Agriculture, co-operating with the United States Department of 
Agriculture. The splendid slogan of the Boy Scouts: "Every Scout 
Feed a Soldier," shows the right kind of patriotism. During the year 
1917, more than one million club boys and girls have "helped Uncle 
Sam" by growing an acre of corn, baking bread, growing a garden 
and learning to conserve the products by canning, drying or storing, 
raising and feeding calves, poultry and pigs, and growing plots of 
potatoes, and other crops. In Minnesota alone there were 20,000 boy 
and girl citizens doing service to their country in this way. 

The projects selected for the coming year are as follows: Acre 
of corn, one-eighth of potatoes, garden and canning, growing a pig, 
cow-testing, caring for and feeding a calf, poultry work, sewing and 
bread-making. All projects are open to either boys or girls. 

GENERAL REQUIREMENTS 

The age limit for league or club members taking up these projects 
is 10 to 18 years inclusive. 

To be considered as a team, for club prizes, the league must have 
not less than five members, with a regular organization and officers, 
consisting of President, Vice President, Secretary and Local Adviser 
and Leader. Other officers may be added, as each league thinks best, 
and the team should have a captain and reporter. 

The league or club member must agree to do the work required 
by the project himself or herself, or if help is had, to give an accurate 
account of the same. 

The league or club member should also keep an accurate record 
of all work done and the cost of production and proceeds. 

At the close of the project, each member should write a story, 
"How I Helped My Country, by Growing a Garden," etc. Each 
member should also exhibit products, reports and story, at local club 

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exhibits, and at other fairs, where he may show what he has been doing 
as a "little citizen." 

ACRE AND YIELD CONTEST 

Each member selecting this project should grow at least one acre 
of corn, care for it, keep a record of all work, write story, "How I 
Grew My Acre of Corn to Help Uncle Sam," take part in exhibits 
and "Corn Days," select and store good seed corn. 

The record in growing for Minnesota is held by a club boy, Vein 
Johnson, of Wright County, with 123.6 bushels of dry, shelled corn 
to his acre in 1916. 

POTATO-GROWING PROJECT 

Each member must grow at least one-eighth acre of one of three 
varieties, Rural New Yorker, Green Mountain, and Early Ohio; must 
keep a record of work, cost of production and returns, make exhibits 
and write a story : "How I Helped Uncle Sam by Growing Potatoes." 

GARDEN AND CANNING PROJECT 

These two may be carried on together or separately. In the 
garden work, each member must have at least one square rod devoted 
to standard vegetables. Canning should not be required, provided the 
club member can show that the products were used fresh in the home 
or sold to good advantage on the market. It is important to show that 
nothing is wasted. 

The canning of fruits or vegetables may be taken up as a separate 
project. 

PIG CLUB WORK 

Each member must feed and care for at least one pig, not more 
than three months old when feed record begins, which must not be 
later than May 1st. Pasture should be provided. Report and story 
are required as in other projects. 

CALF-GROWING CONTEST 
This project will be divided into two classes, dairy and beef. The 
calf must not be more than three months old when the work begins, 
and fed for not less than four months. Pure-bred calves are not re- 
quired, but every club calf must have a pure-bred sire. The closing 
of the calf project should close with a "Calf Day" at the county fair 
or special Club Day. 

COW-TESTING PROJECT 
Each club member selecting this work must keep a feed record, 
weigh and test the milk regularly for one or more cows for a period 
not less than four months, beginning not later than December 15, 
1917. A report of the work done and a story: "How I Helped Uncle 
Sam with My Cow-Testing Work." 

POULTRY PROJECT 
The poultry project includes two lines of effort, one in the fall 
in charge of the home flock, and one in the spring in hatching, feeding 
and caring for a flock of thirty chickens. In the fall each member 

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has charge of the home flock of at least six birds for a period of at 
least 100 days. He must do the following : 

1. Keep an accurate record of the eggs gathered from day to day. 

2. Report cost of feed that is used. 

3. Report receipts from the flock for the period. 

In the spring the member must hatch or buy at least thirty chicks 
prior to June 1st. He must feed this flock four months and report 
cost of feed. Finally, he must exhibit a pen of three birds at county 
fair or poultry show. 

BREAD-MAKING PROJECT 

This is divided into two projects, "A" and "B"; Class "A" com- 
prising those who are having or have had special instruction in home 
economics; Class "B" including those who have had no training of 
this kind. 

Each club member must bake bread and send reports of six home 
bakings, take part in the local bread-making contest, and write story: 
"How I Helped Uncle Sam by Baking Bread." 

SEWING PROJECT 
{See Red Cross Teamwork) 

Contestants are required to make a certain number of garments, 
selected from Bulletin 18, Sewing Projects. 

PRIZES AND HONORS 

The two boys from each county making the best record in league 
or club work, get a free trip to the State Fair, and membership in the 
Boys' Camp with all its privileges. 

The two girls making best records in bread-making from each 
county, get this free trip and membership in Girls' Camp. 

For the livestock projects, many pure-bred calves, pigs and chick- 
ens will be given. Many other prizes, consisting of cash, trips and 
honors, will be given. The best prize and honor, however, for which 
every boy and girl should work, is to be able to do something worth 
while, which will "HELP UNCLE SAM." 

List of bulletins and circulars on Club Work, which may fye had 
by addressing Agricultural Extension Division, Boys' and Girls' Club 
Work, University Farm, St. Paul. 

1. Outlines, enrollment cards, report blanks, premium lists, etc., for each 

project. 

2. Bulletin, Bread-making Contest. 

3. " No. 566, Pig Clubs. 

4. " Organization and Instruction in Corn Club Work. 

5. " Tomato Growing as Club Work. 

6. No. 839, Home Canning by the One-period Cold Pack Method. 

7. No. 541, Drying Fruits and Vegetables. 

8. " No. 881, Preservation of Vegetables by Salting. 

9. " N. R. 3, Home Garden. 

10. " No. 818, The Small Vegetable Garden. 

11. " No. 562, The Organization of Poultry Club Work. 

12. " K21, Suggestions to Local Leaders for Poultry Club Work. 

13. " m 18, Sewing Project. 

14. A series of follow-up suggestions for each project. 

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